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School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
University of Huddersfield
Programme Specification
1.
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3.
4.
Awarding institution
Teaching institution
School and Department
Course accredited by
5.
6.
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8.
9.
Mode of Delivery
Final Award
Course Title
UCAS Code
Subject benchmark statement
10.
Date of Programme Specification
Approval
11.
Educational Aims of the Course
11.1
Operating Department Practice involves the holistic care of the perioperative patient’s physical
and psychological care during surgical intervention that includes pre-operative, perioperative
and post-operative care which meets the patient's specific needs and supports their personal
values. Operating Department Practitioners work alongside and in conjunction with medical
and nursing colleagues as well as other allied health professionals, to provide care and the
course provides students the opportunity to experience and gain insight into this collaborative
approach to professional practice. This course is designed to provide students with the
academic knowledge, clinical skills and professional attitudes required to meet the Standards
of Proficiency (Health and Care Professions Council 2008) and enable application for
registration with the HCPC.
11.2
The main aims of the programme are to:
University of Huddersfield
University of Huddersfield
Human and Health Sciences
Health and Care Professions Council
College of Operating Department Practitioners
Full Time
BSc (Hons) Operating Department Practice
BSc (Hons) Operating Department Practice
B992
CODP BSc (Hons) Operating Department Practice
curriculum document (2011).
HCPC Standards of Proficiency (2008).
HCPC Standards of Education and Training (2009).
Quality Assurance Agency Health Professions
Framework benchmark statement for Operating
Department Practice. (2004).
HCPC Standards of Conduct Performance and
Ethics (2008).
CODP Standards, recommendations and guidance
for mentors and practice placements. (2009).
February 2013
1. Provide a structured programme of study which is relevant to the needs of employers,
facilitates the professional development of the student and provides for the acquisition of
relevant skills to promote patient safety and reduce risks during perioperative care.
2. Provide the academic and clinical environment to enable graduates to foster a critical
awareness of the nature and scope of perioperative practice and in so doing learn and work
alongside a range of health care professionals in order to develop a professional identity as
Operating Department Practitioners.
3. Ensure that graduates meet the academic and practitioner standards as laid out in the QAA
Benchmark Statement relevant to Operating Department Practice, and the HCPC Standards
of Proficiency for the profession.
4. Enable graduates to develop academic and professional competence ensuring eligibility of
application for registration with the Health and Care Professions Council as an Operating
Department Practitioner and also to meet the academic requirements of the University of
Huddersfield for the award of a BSc (Hons) in Operating Department Practice.
5. Ensure that the graduate will emerge with clinical competence and knowledge, the course
promotes a reflective approach to practice and producing practitioners who can assess, plan
and deliver high quality patient care and evaluate interventions and outcomes of care.
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School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
6. Ensure graduates will have skills in leadership and management to enable them to evaluate and
develop practice.
12.
Intended Learning Outcomes
On completion of the course students will be able to:
Knowledge and understanding
1. Evaluate the concepts, frameworks and professional issues to inform safe working practice
within the perioperative environment, in the roles of circulating, scrubbed, anaesthetic and
post-anaesthetic care practitioner, including advanced roles.
2. Analyse relevant areas of homeostasis, biological sciences, infection control, and the
pharmacology and effects of anaesthetic drugs, gases and fluids.
3. Interpret perioperative patient care requirements, to include the perspective of patients,
patients with advanced care needs, and relevant others.
4. Analyse the legal, moral, ethical, professional, socio-political and statutory basis of patient
care in the operating environment.
5. Analyse perioperative practice for the management of acute and chronic pain, post-operative
nausea and vomiting, as well as in response to clinical emergencies, clinical situations and
patient needs.
6. Evaluate the processes involved in co-ordinating a safe and effective perioperative
environment, including principles of leadership, management and risk management strategies
within the healthcare context.
7. Analyse aspects of holistic care, with insight into anti-discriminatory practice, human rights,
equality, and social inclusion.
8. Interpret areas of clinical governance and the maintenance and monitoring of standards
relevant to the perioperative practice.
9. Evaluate the theory for advancing and developing evidence-based perioperative practice.
10. Appraise information and communication technology to support decision making in the context
of care delivery.
Skills and Other Attributes (practical)
1. Demonstrate the clinical outcomes and core knowledge specified in the Operating Department
Practice Curriculum (CODP 2011) and Standards of Proficiency (HCPC), whilst recognising the
scope of practice for the ODP and other healthcare professionals.
2. Investigate and develop the skills, knowledge and ability, under appropriate supervision, to carry
out and modify safe, effective, evidence-based autonomous practice, as required of a registered
Operating Department Practitioner.
3. Apply a systematic individual and multidisciplinary team approach to the planned assessment and
care of patients in elective and emergency situations, based upon their individual needs.
Transferable/Key Skills
1. Evaluate the performance of self and others, taking into account patients’ needs and service
requirements, through reflective evidence-based practice.
2. Present clear, accurate and reliable communication skills.
3. Participate in and initiate effective team and collaborative working.
4. Interpret information and numerical data, and present written information in a clear and
comprehensive manner.
5. Articulate the use of technology and other systems within learning environments.
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School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
6. Summarise perioperative risk and promote health and wellbeing.
7. Initiate change in the role of the change agent, leading quality improvement and service
development.
8. Articulate the principles of managing time and resources to ensure quality of care is maintained
and enhanced.
9. Participate in working across professional boundaries to allow effective transition within and
between departments.
10. Advocate appropriate problem solving approaches in a variety of situations for example major
incidents.
11. Justify methods of enquiry to understand, appraise and apply research evidence along with
identification of areas for further investigation.
12. Establish skills for lifelong learning to maintain own personal and professional development.
13.
Course Structures and Requirements, Levels, Modules, Credits and Awards
13.1
Currently, the course can only be accessed full-time.
Awards within the Course
Title of Award
Cert HE Health Studies
Dip HE Health Studies
BSc Health Studies
BSc (Hons) Operating
Department Practice
Usual duration of study
Academic Credits
1 year FT
Exit award no eligibility for
professional registration
2 years FT
Exit award no eligibility for
professional registration
2.5 years FT
Exit award no eligibility for
professional registration
3 years FT
Professional qualification and
eligibility to apply for HCPC
registration
120 Foundation (FHEQ level 4)
120 Foundation (FHEQ level 4)
120 Intermediate(FHEQ level 5)
120 Foundation (FHEQ level 4)
120 Intermediate(FHEQ level 5)
60 Honours (FHEQ level 6)
120 Foundation (FHEQ level 4)
120 Intermediate(FHEQ level 5)
120 Honours (FHEQ level 6)
13.2
Only students who successfully complete all the modules at Foundation, Intermediate and
Higher level and gain the BSc (Hons) Operating Department Practice will be eligible to apply
for registration with the HCPC. Students who do not achieve all credits or fail the course can
receive an unnamed award in Health Studies.
13.3
The curriculum focuses on Operating Department Practice and inter-professional learning to
meet the course learning outcomes. The course consists of five Operating Department
academic modules four Inter-professional learning modules and three placement modules.
Students undertake modules totalling 120 credits in each of the three years.
13.4
This course is full time, a minimum of 3 years with a maximum of 6 years from the first
confirmation of results at a Course Assessment Board.
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School of Human and Health Sciences
Academic Level
Foundation
Level (4)
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Module Title
Credits
HFO2000 Operating Department Practice
30
Foundation Level Module One
Compulsory HFO2001 Operating Department Practice
30
Foundation Level Module Two
Compulsory HFG1000 Research 1
20
Compulsory HFO2002 Introduction to perioperative practice 40
and patient care (placement 1)
Award: Certificate of Higher Education Health Studies requirement: a minimum of 120
credits across assessments and associated coursework
Intermediate
Compulsory HIO2000 Operating Department Practice
30
level (5)
Intermediate Level Module One
Compulsory HIO2001 Operating Department Practice
30
Intermediate Level Module Two
Compulsory HIG2000 Research 2
20
Compulsory HIO2002 Implementation of
perioperative 40
practice (placement 2)
Award: Diploma of Higher Education Health Studies requirement: a minimum of 240
credits across assessments and associated coursework
Higher level
Compulsory HHO2000
Development
of
advancing
30
(6)
perioperative practice for Operating Department
Practice
Compulsory HHN2000 Frameworks for clinical leadership and
30
management
Compulsory HHG2000 Research 3
30
Compulsory HHO2001 Managing enhanced and complex
30
perioperative practice (placement 3)
Award: BSc (Hons) Operating Department Practice requirement: a minimum of 360
credits across assessments and associated coursework
Compulsory
13.5
Clinical practice is central to the curriculum and extends throughout the programme, building
from foundation through to honours level modules. Students undertake practice placements in
each year of the programme in order to develop their core skills as an Operating Department
Practitioner. Students will be allocated clinical placements, based upon appropriate learning
opportunities, placement availability and individual student’s personal preference; however the
students will be required to carry out clinical placement in a number of hospitals in order for
them to gain insight into the complexity of patient experience and understand practice in
alternative settings.
13.6
During placements in each year the students are assessed by qualified mentors who meet the
requirements of CODP Standards, Recommendations and Guidance for Mentors and Practice
Placements (2009). The mentors and students are also supported by Placement Education
Facilitators and University Link Lecturers whilst on placements. Students are expected to
attend placement for between 16 and 24 hours per week depending on the placement
requirements and the area in which they are placed. These hours are over a seven day week
and will involve shift work.
13.7
The structure and delivery of the programme reflects the integral and indispensable nature of
practice-based learning and the vital role it plays in students’ educational and professional
development. It also enables students to fulfil the requirements of the curriculum framework.
As a consequence, this programme meets and exceeds the minimum standards set by CODP
degree curriculum (2011) of three academic years in length, with students undertaking at least
60% of the programme hours in clinical practice.
13.8
The course has been structured to integrate theory and practice throughout the academic and
placement elements of the course and the course structure encourages this by providing time
for reflection and to develop the required skills to become a reflective practitioner.
13.9
Year one course structure.
 Students will have one week induction to the course and undertake the University and
course induction programme.
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School of Human and Health Sciences
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13.10
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Students will undertake a three week study period which will prepare them for clinical
placement and begin the theoretical delivery for the three academic modules.
Academic and theoretical development will continue for a further 9 weeks during which
time students will also attend placement for 16 hours a week (two 8 hour shifts) and
develop formative clinical skills related to infection control, patient care and the circulating
role. The delivery of theory will continue during these 9 weeks.
On the 9th week students will undertake an interim review of their placement progress
which will be reviewed by their personal tutor in the University.
The student returns to University for two weeks for further academic/theoretical input and
further preparation for practice.
The student returns to placement for 15 weeks, for 24 hours a week (three 8 hour shifts)
during which competence for year one will be completed, academic support and teaching
for Inter Professional Learning continues and students have academic time to undertake
research and assessment preparation.
Year two course structure.
 For the first 13 weeks of the second year students will undertake alternate weeks in
University and placement. While on placement they will undergo formative development of
the clinical skills attending placement for 24 hours a week (three 8 hour shifts), and they
will also attend University for one day a week for IPL teaching. During the theory weeks
the students will receive input for all three academic modules.
 On the 13th week students will undertake an interim review of their placement experience
and development which will be reviewed by their personal tutor in the University.
 The student returns to placement for 18 weeks, for 24 hours a week (three 8 hour shifts)
during which competence for year two will be completed. Delivery of academic/theoretical
modules continues with appropriate support, teaching for IPL also continues and students
have assigned time to undertake research and assessment preparation.
13.11 Year three course structure.
 Students attend University for two weeks to start the academic delivery of all Year three
modules.
 Following this for the subsequent 11 weeks students will undertake alternate weeks in
University and placement. While on placement they will undergo formative development of
clinical skills and they will attend placement for 24 hours a week (three 8 hour shifts).
They will also attend University for one day a week for IPL teaching. During the
academic/theory weeks the students will receive input for all three academic modules.
 On the 12th week students will undertake an interim review of their progress in placement
which will be reviewed by their personal tutor in the University.
 The students attend University for one week to continue the academic delivery and further
preparation for placement.
 The students return to placement for 16 weeks, for 24 hours a week (three 8 hour shift)
during which competence for year three will be completed. Delivery of academic modules
continues with academic support, teaching for IPL also continues and students have time
to undertake research and assessment preparation.
See appendix three for full course structure.
13.12
Overall contact hours.
Academic contact
hours
Placement contact
hours
13.13
Year one
Year two
Year three
Total
192
192
192
576
Percentage
course
27%
512
576
528
1616
73%
of
All students are required to comply with the regulations of the University regarding conduct.
Operating Department Practitioner students are also required to comply with HCPC Guidance
on Conduct and Ethics for Students (2010) at all times. Copies of this document are provided
to the students at the beginning of the course via the course virtual learning environment.
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School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
13.14
Throughout the three year programme the following procedures are in place to ensure
professional suitability:

An enhanced Disclosure and Barring Service (DBS) check prior to admission to the
course. The University reserves the right to undertake a formal check at any time during
the length of the programme

Yearly self-declaration of any criminal record. Students are obliged to inform the Course
Leader of any conviction and/or caution obtained during the year

Demonstration of appropriate professional conduct at all times in accordance with HCPC
Standards of Conduct, Performance and Ethics.
13.15
Any allegation of student misconduct will be dealt with under the University’s Student
Disciplinary Procedures, (Section 4 of Students’ Handbook of Regulations).
http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs/
14.
Teaching, Learning and Assessment
14.
Teaching, learning and assessment on the course are designed to offer students opportunities
to develop the required knowledge and understanding, practical skills and transferable skills
via a variety of teaching and learning approaches, and assessment methodologies. The
approaches aim to be inclusive of diversity, to allow students to actively engage in learning
and be successfully assessed in a variety of ways.
14.1
Teaching and Learning
14.1.1 Learning and teaching is delivered through seminars, group work, practical experience,
lectures, simulation, problem based learning and tutorial support. Student-centred learning is
used and its role generally increases throughout the course with the expectation of student
independent study developing to year three. Modules are designed to embed transferable
skills and to allow students to progressively increase their knowledge and confidence. Thus
initially the acquisition of fundamental skills and the confidence to perform academically and
professionally is developed. Subsequently an element of student choice in learning delivery
and assessment encourages students to have greater engagement with and control over their
learning. As required by the CODP Curriculum (2011 p.5) “ODP students must be able to
demonstrate a measure of progression that is indicative of the development in knowledge and
understanding, as well as the acquisition of professional skills”.
14.1.2 Thus in the Foundation year the acquisition of fundamental skills and the confidence to
perform academically and professionally is developed. In the second (Intermediate) year, the
students demonstrate their ability to transfer these skills into new situations and also how to
adapt practice, as required by clinical circumstance and patient needs. In the third year while
studying at Honours level students will further develop analytical skills and critical analysis of
professional, clinical leadership and management subject areas in preparation for working as
a qualified and registered practitioner.
14.1.3 The teaching and learning delivery is undertaken throughout each year. Sessions within the
University will explore key concepts and areas required to enable safe practice this is
supported by attendance at the University during placement weeks to ensure links between
theory and practice are emphasised. Inter professional modules and the profession specific
modules will be coordinated to enable a consistent thematic approach to be engendered and
related subjects to be delivered logically and sequentially.
14.1.4 The University Virtual Learning Environment will provide students with the opportunity to use
shared learning resources and discussions via peer groups and tutor support, which will
encourage the development of self-learning and development. The modules will involve
interactive exercise using the VLE which will then be reviewed during attendance sessions.
14.1.5 Throughout the course the student is encouraged to undertake independent reading to
supplement and consolidate what is being taught and to broaden their individual knowledge
and understanding of the subject areas. This is aided by the placement structure which
provides the student with opportunities to study independently every week and also attend
tutorials and group support sessions.
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School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
14.1.6 Students will experience shared learning, with different professionals ( for example nurses,
midwives, physiotherapists, occupational therapists, podiatrists) from different clinical and
professional backgrounds and they will be working together during the inter-professional
modules, helping to develop research and evidence based practice skills and leadership and
management skills underpinned by a multi-professional ideology.
14.1.7 Intellectual skills are developed throughout the whole teaching and learning programme.
Classroom-based methods aim to set cognitive development in motion; the practice-based
elements then provide the prime opportunity for placing this knowledge into context. Through
the use of the operating theatre skills laboratory, students are able to develop clinical skills
and practice safely in a simulated situation before actual patient care takes place; this
promotes patient safety whilst allowing the student to build confidence and ability.
14.1.8 Each module, whatever the teaching approach, involves discussions of key issues, practice in
applying concepts both orally and in writing, analysis and interpretation of material, and
individual feedback for learners on work produced. Tutorials are important in individual
learning of cognitive skills, enabling the tutor and student to work at the individual student’s
current level and to set appropriate and specific goals usually in relation to assignment
preparation and feedback.
14.1.9 The development of personal skills that underpin all aspects of professional practice is an
important aspect of the student experience of the course and permeates all modules. These
skills are developed throughout the University based core skills modules and the Practicebased modules. The personal skills developed in year one include the development of
communication and group-work skills and an introduction to the concept of reflective practice.
During year two students build on these skills, particularly in practice environments.
Additionally, students develop their ability to work independently; to relate theory to practice;
to reflect and to work with, and communicate with others. In year three the professional skills,
behaviour leadership and management and development of lifelong learning skills are
developed.
14.1.10 There is a progressive approach to skills development throughout the course both
academically and clinically. Clinically, the level of surgical speciality and complexity of skills
increases throughout the course, and further develops the skills already undertaken from
previous placements. Academically the study skills and ability to develop evidence-based
practice research and understanding of academic writing are progressively developed
throughout the course.
14.2
Assessment
14.2.1 Assessment aims to support learning and to measure achievement. Assessment methods are
described in each module specification and module guide. All learning outcomes in a module
are assessed and the mode of assessment is specified for each outcome. Assessment is a
combination of coursework, practice competencies and examination. The nature of the
assessment varies from module to module, and mirrors the modes of communication
expected of graduates in this field which requires practitioners to deliver evidence based
practice.
14.2.2 Learning takes place in a variety of settings. Classroom based learning and the use of
simulated patients allows students to practice skills in a safe and controlled environment. To
allow students to learn and be assessed in a real practice setting, NHS Trusts, the private and
independent sector settings are used, under the supervision of appropriately qualified
mentors/supervisors. Assessment is centred on students achieving the standard of
competency outlined by the professional awarding body so that they are fit to practice by the
end of the course. It includes Objective Structured Clinical Examinations, the verification of
practice competency by a qualified mentor/supervisor and integration with written modular
assessment in the form of reports, case study analysis, applied assignment work and
examinations.
14.2.3 As shown in the assessment criteria the variety of assessment methods are employed all
place great emphasis on the students’ ability to demonstrate intellectual/cognitive skills,
through the production of coherent written and /or oral responses either to problems or tasks
set.
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BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
HFO2000 Operating Department
Practice Foundation Level Module One
x
HFO2001 Operating Department
Practice Foundation Level Module Two
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
14.2.5 For every module students will be provided with specific assessment information and guidance
to ensure they have the opportunity to gain a pass mark for the work presented.
14.2.6 All assessed work will be marked against the University of Huddersfield School of Human and
Health Sciences assessment criteria for Foundation, Intermediate and Higher level work
(August 2008) and will be moderated internally and externally through the recognised
University requirements to ensure equity and consistency of marking and feedback.
14.2.7 Placement competences are assessed by qualified practitioners who meet the CODP mentor
standards for mentorship, this takes the form of students undertaking the role of the ODP
relevant to the placement requirements under direct supervision at all times. Students are
required to demonstrate safe and consistent practice in all required areas.
Issue No: 1
Poster defence/verbal
presentation
x
14.2.4 The assessment strategy develops the student’s reflective skills and encourages analysis of
their own professional responsibility in response to professional body guidance and the
implications for practice development. It also enables the student to demonstrate the clinical
and knowledge requirements for the HCPC standards of proficiencies.
Section: Programme Specification
Research Proforma
Safe medicate drug
calculation
Dissertation
Critical analysis
Objective structured
clinical examination
PDP
Placement
competences
x
x
HIO2000 Operating Department
Practice Intermediate Level Module One
HIO2001 Operating Department
Practice Intermediate Level Module Two
HHO2000 Development of advancing
perioperative practice for Operating
Department Practice
HHN2000 Frameworks for clinical
leadership and management
HHG1000 Research 3
HHO2001 Managing enhanced and
complex perioperative
practice(placement module)
Reflective essay
x
x
HFG1000 Research 1
HFO2002 Introduction to perioperative
practice and patient care (placement
module)
HIG1000 Research 2
HIO2002 Implementation of
perioperative practice(placement
module)
Essay
Online learning log
Exam
Data analysis
workbook
Assessment plan for BSc (Hons) Operating Department Practice
Date: February 2013
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x
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
14.2.8 Personal Development Planning (PDP) is defined as ‘a structured and supported process
undertaken by an individual to reflect upon their own learning, performance and/or
achievement and to plan for their personal, education and career development’ (QAA 2001)
From September 2005 it has been a QAA requirement that all students have access to PDP.
PDP enables the student to develop an awareness of their strengths and areas requiring
development and construct a record of achievement. This documents their acquisition of
knowledge, competencies and promotes reflection and promotes action upon their personal,
professional and academic goals from a short, medium and longer term perspective.
14.2.9 The PDPs on the ODP degree take the form of the students’ clinical placement documents.
These include evidence of clinical skills, personal and professional reflection, feedback from
mentors, case logs of student experience, and time sheets for attendance, which can be used
to demonstrate their professional abilities and skills. PDP developments are also integral to
the Research One module and specifically the Framework for Clinical Leadership and
Management module.
14.2.10 PDP is introduced to students at the commencement of the course and is integral to the
placement modules and research one. Support for the development of the placement PDPs is
through the personal tutor system. PDP also provides a medium for creating an effective
Curriculum Vitae (CV). Learning opportunities are identified during the course and students
are able to keep a record of their progress. During the Framework for Clinical Leadership and
Management module students are aided with the development of their professional CV and
portfolio. Dedicated support is also available at School level by the Careers Service to aid
students in preparing for work.
15.
Support for Students and their Learning
15.1
Support for students undertaking this course operates at University, School and Course level
as follows:
15.2
University Level
15.2.1 Central to the provision of student support are Student Services. The range of services they
offer include:
Wellbeing and Disability Services
 Counselling
 Back on Track
 Disability Services
 Drop in (Counselling and Wellbeing)
 The Faith Centre
 Getting help
 Group workshops and courses
 Hate Crime Reporting Centre
 Self help
 Student parents
 Student wellbeing
 Welfare support
 Wellbeing events
 University Health Centre
Careers and Employability Service
 Careers and Employability Service
 Jobshop
More information on the range of student services can be found on their website at:
http://www.hud.ac.uk/student-services/
15.2.2 The Student Finance Office provides:
 Information and guidance regarding possible sources of funding for all courses in the
University.
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BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Budgeting advice to discuss a variety of options and strategies in order to manage on a
budget.
Facilities for the billing and payment of income to be collected by the University.
Debt advice via personal and confidential sessions is available from trained staff along with
mediation and resolution.
Further information can be found on their website at:
http://www.hud.ac.uk/students/finance/financeoffice/
15.2.3 Computing services provide induction and ongoing support for all students. More
information on the range of computing services can be found on their website at:
http://www.hud.ac.uk/students/it/
15.2.4 Library Services provide induction and ongoing support for all students. More information on
the range of library services can be found on their website at: http://www.hud.ac.uk/library/
15.3
School Level
15.3.1 The School of Human and Health Sciences provides additional student support using a variety
of approaches:
15.3.2 The Learning Quality Support Unit (LQSU) in the School of Human and Health Sciences
provides support, development and encouragement for students at all levels with help on a
range of academic skills areas. Further information on the services provided can be found on
the School pages in Unilearn in Shum Quick Links
15.3.3 Finally the School has a Student Support Centre with a Student Support Officer. The
Student Support Centre provides a drop in service for all students in the School. They are
based in Harold Wilson Building, Ground Floor, Room 24 and are open on Monday to Friday
from 9am to 4pm. They offer the following services:







Printing
Binding
Technical Support
International Student Support
Independent Services
Confidential Advice
Booking for academic staff appointments.
No appointment is necessary for the Student Support Centre and they can be contacted on
01484 473092 or by email at: [email protected]
15.4
Course Level
At course level support is provided by:
Personal Tutor
The personal tutor:
The University has implemented a personal tutor system. This system aims to both improve
the student experience of learning and teaching, and increase student retention and
achievement rates. Specifically personal tutors:






Provide a personal contact for the student within the University and the School.
Act as a liaison between the student and course leaders to seek any improvements
required
Offer guidance, assistance and support in managing the students’ academic
experience
Recognise when the problems presented are beyond the personal tutors’ competence
and seek guidance and support for the student through the University and/or School
referral processes.
Work with students to review and reflect upon their own progress and if necessary on
ways to improve it.
Take part in supportive training events.
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BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Module Leader
The module leader is responsible for teaching, learning and assessment of the module.
Course Leader
The course leader is responsible for the entire quality assurance arrangements for the course.
Year Leader
The year leader is responsible for a management of a particular year of a course.
Link Tutors
These are academics from the University who are allocated to clinical placements to provide
support to the student, the mentors and PEF and the structure of the placement, to ensure
students have the opportunity to experience the required areas of clinical experience is a fair
and supportive environment.
Placement Education Facilitators (PEF)
These are employees of the placement sites who are responsible for the overall support of
students on placement, supporting and developing mentors, and coordinating the student’s
clinical experiences. The PEF is the link between the University, mentors and the student
while they are on placement.
Clinical Mentors
These are employees of the placement sites who meet the requirements of the CODP
Standards for mentorship and are responsible for supporting students in the clinical area and
the development of their clinical skills, and assessment of these. These clinical staff are also
responsible for providing feedback and support to the student in coordination with the PEF
and personal tutor. The mentors are supported by other clinical staffs who contribute to the
development and assessment of the student by associate and co-mentors.
15.5
Student attendance is monitored in accordance with the University Attendance Monitoring
Policy. Absence is dealt with in accordance with the NHS funded students Sickness and
Absence Procedure (Jul 05). It is expected that students will attend all scheduled classes and
placements. Attendance at classes is closely monitored by the University electronic
attendance system and absences recorded and students are written to by the University
following absences. Attendance in practice is recorded using a timesheet signed by the
student’s supervisor/mentor, which is reviewed by the personal tutor during visits to the clinical
placement. All students are required to notify the school office of any sickness or reason for
absence.
16.
Criteria for Admission
16.1
The University of Huddersfield seeks and encourages applicants in order to widen
participation, improve access and apply the principles of equal opportunities. We provide
support for applicants who require additional assistance in order to select the right course of
study and make a successful transition to studying at University. We encourage local,
national and international applications, although due to funding of the course there are
requirements for residency and nationality to be eligible for the course..
http://www.hud.ac.uk/international/enquirer/whereareyoufrom/englishrequirements/
16.2
The University provides opportunities for the accreditation of prior learning (APL) as stated at
the following link: http://www.hud.ac.uk/registry/regulationsandpolicies/awards/
16.3
Further information related to the School APL process can be found on the School pages in
Unilearn.
16.4
The University’s general minimum entry requirements are specified in the ‘Regulations
for Awards which can be found on the Registry website as follows:
http://www.hud.ac.uk/registry/regulationsandpolicies/awards/
16.5
Every person who applies for this course and meets the minimum entry requirement –
regardless of any disability – will be given the same opportunity in the selection process. All
applications must be undertaken via UCAS, and all students applications are considered for
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academic grades or predicted grade, personal statement demonstrating understanding and
commitment to the ODP profession. Applicants then attend a selection event which requires
them to undertake tasks and interviews which demonstrate the profession requirements to
undertake the course. General advice and information regarding disability and the support the
University can give can be found by contacting student services as follows:
Telephone: 01484 472675
Email: [email protected]
Further information is available at their website at:
http://www.hud.ac.uk/disability-services/
16.6
In addition this course BSc (Hons) Operating Department Practice enables students who
complete the course to apply for professional recognition with Health and Care Professions
Council further advice on the specific skills and abilities needed to successfully undertake this
course can be found by visiting the profession’s website at www.hcpc.org.uk and by
contacting the admissions tutor.
16.7
However, the specific entry requirements and admission criteria for this course are detailed
below.
A Level, 240 accumulative UCAS points, with a minimum grade of CCC, excluding general
studies and AS level credits.
Access courses, students must achieve merits on all level three modules/units.
BTEC, Merits in all areas.
Applicants with higher level study than the minimum entry criteria must demonstrate currency
of study skills.
Those applicants who do not possess the necessary entry requirements might consider
accessing the University of Huddersfield Foundation Course for Health Professionals or
Science Foundation course which requires a pass mark of 65%


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16.8
All applicants must demonstrate professional suitability via Enhanced Disclosure and Barring
Service (DBS) clearance, for students who have criminal convictions the school panel will
assess their suitability for the course, prior to being formally offered a place on the course.
16.9
All students must demonstrate Occupational Health clearance via the University Occupational
Health Department prior to commencing the course.
16.10
All applicants for who English is not their first language must demonstrate written, verbal and
listen skills via EILTS level 7 with no element less than 6.5.
17.
Methods for Evaluating and Improving the Quality and Standards of Teaching and
Learning
17.1
The methods for the validation and annual evaluation of courses, including those validated by
external bodies, and for the review of teaching and research and of academic support
services. are specified in the University’s Quality Assurance Procedures for Taught Courses
which can be found on the Registry website as follows:
http://www.hud.ac.uk/registry/regulationsandpolicies/qa
17.2
The School is committed to comprehensive student engagement and works actively with the
University of Huddersfield Student Union to support this through the student representative
system see further information at: .
http://huddersfieldstudent.com/involve/content/166695/student_reps/
17.3
Within the School students are represented at committee level from Student Panels to the
School Board. The School also has a Student Council. Individual feedback on the quality and
standards of teaching and learning is received through module and course evaluations for
health courses ‘A West Yorkshire, web based evaluation tool is used to gain statistical
evaluation of placement experience’.
17.4
An effective external examination system is managed by Registry and all reports are viewed at
University, School and course levels. External examiner and student feedback, as well as all
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statistical data about the course, is reported through the course committee structure and
scrutinised through the University wide annual evaluation process.
18.
Regulation of Assessment
18.1
University awards are regulated by the ‘Regulations for Awards’ on the Registry website as
follows:
http://www.hud.ac.uk/registry/regulationsandpolicies/awards/
and the ‘Students’ Handbook of Regulations’ on the Registry website as follows:
http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs/
19.
Indicators of Quality and Standards
19.1
This programme specification provides a concise summary of the main features of the course
and the learning outcomes that a typical student might reasonably be expected to achieve and
demonstrate if he/she takes full advantage of the learning opportunities that are provided.
More detailed information on the learning outcomes, content and teaching, learning and
assessment methods of each module can be found in the study module guide and course
handbook. The accuracy of the information contained in this document is reviewed by the
University and may be checked by the Quality Assurance Agency for Higher Education.
19.2
The outcome of the most recent institutional audit can be found at:
http://www.qaa.ac.uk/InstitutionReports/Reports/Pages/inst-audit-Huddersfield-10.aspx
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Appendices
Contents
Appendix 1
Introduction and Rationale
Appendix 2
Support for the Course
Appendix 3
Course Structure
Appendix 4
Mapping of Course Learning Outcomes to Modules
Appendix 5
Standards of Proficiency Mapping Document to Course
Appendix 6
Mapping of Quality Assurance Agency Standards for ODP
Appendix 7
Standards of Education and Training (SETs) Cross-Mapping
Document
Appendix 8
Mapping of course against College of Operating Department
Practice degree curriculum
Appendix 9
Assessment Schedule
Appendix 10
Placement Staff and Mentors
Appendix 11
External Examiner Reports
Appendices 12, 13 and 14 are separate documents:
Appendix 12
Student Personal Development Portfolio: Year 1
Appendix 13
Student Personal Development Portfolio: Year 2
Appendix 14
Student Personal Development Portfolio: Year 3
Appendix 15
Students’ consent to act as models in the development of
professional skills/ practical classes
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Appendix 1
Introduction and Rationale
1.
Introduction
1.1
Operating Department Practitioners (ODPs) are primarily involved with and responsible for the
care of patients at all stages of the anaesthetic and surgical interventions that patients undergo
within operating departments. However they can be found in any hospital setting which involves
the care of the critically ill patient. In order to ensure the safety of patients, the ODP is regulated in
the same way as other Allied Health Professionals. In October 2004, Operating Department
Practice was the first additional profession to be included in the newly formed Health and Care
Professions Council (HCPC), which is the overarching regulatory body for the allied health
professions. Within this framework there is continued emphasis on the use of occupational
standards, benchmark statements, standards of proficiency and standards of education, training
and continuing professional development (CPD). Collectively, the above standards inform the
development of a practitioner who is fit for purpose, fit for practice and fit for award.
1.2
The need for ODPs to be educated to degree level is emerging both locally and nationally. The
need for graduate skills was summed up by practice colleagues at a recent meeting to review the
current Diploma in Higher Education in ODP. Studying at degree level will develop students into
the analytical, problem solvers practice partners are telling us they need. Local service provider
partners indicated that the ODP course needs to be developed to include graduate skills so that
the ODP workforce can respond to the changing context in theatres:
•
Changes to services and the role of the ODP requires the ability to lead and manage the
perioperative environment by working closely with the multidisciplinary team in providing
high quality care
•
Changing skill mix in theatres and the changes in junior doctor’s roles, experience and
rotas. These inevitably impact on ODP roles and the need to further support medical staff
in the provision of safe patient care. ODP skills and competencies that were previously
viewed as additional or extended skills are increasingly required at point of registration.
•
Management skills are required by early career ODPs as the number of non-registered
staff involved in the perioperative environment has increased and they require supervision
and support.
•
The recruitment of team leaders and other senior roles is difficult. Despite the desire to
recruit multi-skilled ODPs for such posts, many clinical colleagues find ODPs lack key
leadership and management skills and therefore the only solution is to appoint theatre
nurses who are educated to degree level but who are only able to work in either the
surgical or PACU roles.
1.3
Work done at national level by the College of Operating Department Practitioners (2010,2011)
and in consultation with clinical practice colleagues, Universities and the national developments in
health care (Department of Health; 2008a, 2008b) identified the following clinical and generic skills
as needing to be introduced into pre-registration training if ODPs were to be fit for modern
perioperative practice at the point of registration:
Clinical skills
•
Peripheral intravenous cannulation - to ensure patient treatment and care was appropriate
and timely reducing the demand for medical staff.
•
Urinary Catheterisation - to promote more holistic care whilst also alleviating the work
load of medical staff.
•
Life support skills to a minimum of Intermediate Life Support - due to the critical nature of
working in theatre ODPs are frequently required to attend resuscitation calls. This was
reiterated by a Joint Statement in 2012 in a review of resuscitation indicating practitioners
needed extended skills and knowledge of managing critically ill patients.
•
Pain management and drug administration - pain assessment, management and control
techniques are evolving and ODPs are now frequently involved in pain management
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•
•
•
•
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
activities.
Advanced scrub practitioner skill -The Perioperative Care Collaborative (2012) have clear
guidance on the need for this role and at the moment it is part of CPD, however with the
reduced number of junior doctors to support surgeons the need for ODP staff to
undertake these roles has increased.
Caring for the critically ill patient - the assessment and interpretation of a broader range of
physiological data related to the critically ill patient.
Care of specialist patient groups - to provide the range of experience for the changing
profile and demographics of patients.
Pre-operative assessment - for some time pre-operative assessment has been
undertaken by appropriately trained non-medical practitioners, and research by Kinsley et
al (2002) indicated the outcomes are consistent with the work of junior doctors. This
would enable theatre staff to support patients in this area and provide skilled assistance to
the medical team.
Generic skills
•
Inter-professional communication - the opportunity to engage with students from other
professions and service users.
•
The principles and practice of clinical audit and research - the two year diploma provides
little opportunity for students to engage with the principles and application of evidence and
research.
•
Leadership/supervision - ODPs from the point of registration are involved in the
delegation of tasks and the supervision of support and junior staff.
•
IT and health informatics – this crucial and increasing aspect of professional practice is
not presently included the diploma curriculum.
•
Reflection – although reflection is part of the current curriculum, a three year course will
provide greater opportunity for students to develop these skills and engage in personal
and practice development in a more meaningful way.
•
Root cause analysis and human factors – not included in current curriculum but
recommended to aid the student in gaining insight, contributing to future improvements in
practice, reducing risk and ensuring patient safety (NPSA 2009).
1.4
Theory and practice
At the moment the course structure involves students attending University for three weeks fulltime
most days and then attending placement for between 12 and 22 weeks. As a result there is
limited opportunities to link theory and practice as at the moment they are structured separately.
With the new course structure the academic weeks would not be full time but involve lectures,
practical sessions, simulation, tutorials, but also time to reflect on their learning and engage with
reading materials. This development will continue while the students are on placement as there
will be time in every week for lectures, reflection, tutorials, and for the academic team to link their
experience to theory.
1.5
Academic experience
With validation to a degree the team can engage in the Research IPL modules, thus enabling
ODP students to engage with the other Healthcare students. In year three the team are linking
with the Frameworks for Clinical Leadership and Management module which is part of the nursing
degree to build further links with other professional groups. The proposed change will enable the
academic team to support students throughout their academic development, and also to utilise the
simulation opportunities throughout the year rather than in the three week study blocks currently
employed.
1.6
Placement experience
To meet the University requirements for module hours and to aid placements in managing the
number of students they support, we have reviewed the number of hours on placement. At the
moment the placement requirements are very specific for example in placement two of year one
students must be in a placement where they can experience minor/intermediate procedures as
defined by the University procedure classification, originally taken from BUPA costing
classification. During the new course the placements will concentrate on specialities and
completing the required competences. The team have worked closely with placements to develop
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outcome based competencies which are still progressive like the diploma course but now involve
extended skills and leadership and management.
1.7
The Operating Department Practitioner course and academic team are part of the Division of
Acute Care and the Dip HE in Operating Department Practice course has run successfully in the
University since 2006. Pre-registration education in Operating Department Practice has been
successfully delivered by the University since 1996 and previously by the West Yorkshire College
of Health Studies since 1989. In its current format, Diploma of Higher Education (Dip HE), the
award has been run successfully since 2000. The course is built upon the extensive expertise and
experience of staff in the Division of Operating Department Practice, located within the School of
Human and Health Sciences. The staff group represents a body of expertise in Operating
Department Practice that is growing in strength, both in terms of experience and the developing
scholarship of established staff members. The course will draw on the specialist theoretical,
practice and research interests of staff in the team and will take a broad and inclusive definition of
Operating Department Practice.
1.8
The course team at this validation are proposing to validate the Operating Department Practice
course at degree / BSc (Hons) level as a result of a number of developments nationally and
locally. In 2011 the College of Operating Department Practice released the curriculum document
for BSc (Hons) in Operating Department Practice (CODP 2011) which reflected “the
developments that have occurred since the introduction of the Dip HE curriculum (2006) and the
input from those who currently deliver the curriculum both in clinical practice and academically”
(p.2). They also state “the extent and speed of changes in healthcare provision in general and in
ODP in particular, highlights the need for highly skilled, knowledgeable and flexible ODPs”(p.14),
as such the new curriculum was developed to reflect the changing practices and leadership
demands ODPs face in practice now and in the future.
1.9
Locally the University have engaged local employers in discussions on how the course can be
developed to meet the changing demands of perioperative practice and what they require of future
practitioners. This discussion demonstrated some of the issues highlighted by CODP (2010) when
exploring the future roles of ODPs, in particular the development of extended clinical skills,
leadership and management, and critical thinking skills. These discussions have also included the
Yorkshire and Humber Strategic Health Authority (SHA) who following consultation are supporting
the funding of a three year programme for the University of Huddersfield.
1.10
Operating Department Practice is important to the health of the nation and the local health
economy. This course is therefore designed to meet the needs of those who have a commitment
to this profession and who want to make a measurable impact on people’s health and wellbeing.
In short, Operating Department Practice is a dynamic developing area of study and practice. With
the critical nature of the care of surgical patients, this course aims to provide individuals with the
knowledge and skills needed to contribute towards the health status of the population.
2.
Rationale for the Course
2.1
The course is currently funded by the Yorkshire and Humber Strategic Health Authority, with the
course placing students in Hospitals and Trusts across West Yorkshire both in the NHS and
Private sector. The SHA have supported the development of the ODP degree and have been
involved in consultation with the University and the local clinical providers, and the commissioned
numbers from the SHA has remained constant at 56 in 2012.
2.2
The Division of Operating Department Practice is working within a constantly changing and
increasingly competitive environment; we are therefore cognisant of the need to meet the future
academic, professional and educational requirements for Operating Department Practitioners both
within the region and nationally. The revalidation of the course, seeks to address and reflect these
changes. Hence, the learning outcomes for this course have been developed in light of the
National Qualifications Framework (NQF) (2000). The following documents have been key
reference points in producing them:
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BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
QAA Health Professions Framework benchmark statement for Operating Department
Practice,
HCPC Standards of Proficiency for Operating Department Practitioners,
HCPC Standards of Conduct, Performance and Ethics,
HCPC Standards of Education and Training,
Bachelor of Science (Hons) in Operating Department Practice Curriculum Document 2011
Curriculum for pre-registration education from the Association of Operating Department
Practitioners (; CODP, 2006b),
Scope of Practice for Registered Operating Department Practitioners (CODP, 2006a),
NHS Knowledge and Skills Framework.
2.3
Essentially, re-validation is dictated by the University’s 5 year life span of validation for this type of
programme, as well as concurrent changes in the national curriculum for ODPs, and the
publishing of benchmark statements by key monitoring bodies in healthcare education, both of
which have occurred since the original course design and validation.
2.4
This radically different course has been devised to take account of academic, market and
resource implications. The market for ODPs is changing as the location of surgical practice
changes (Department of Health, 2006); re-direction of some services to primary care and other
sites will alter the pattern of employment. The Division is planning to respond to these changes by
incorporating knowledge and practice that is appropriate and will equip students for progressive
roles within the rapidly changing healthcare setting. Overall, the course planning team has
reflected carefully on both staff and current students’ experiences and opinions of existing
provision and also taken the advice of external examiners and employers.
2.6
The first stage of the revalidation process actually began in summer 2011 when the course team
planned to revalidate the Dip HE course, this validation was postponed while the opportunity of
developing a degree course was explored. This involved a questionnaire being sent to all the
theatre managers, placement education facilitators and clinical mentors via the Placement
Education Facilitators (PEF) and existing and previous students, to gain their opinions regarding
the current course structure and content. The above were then invited to an event in the
University where the issues raised in the questionnaires were developed further and new
structures and modules were instigated. The academic team then developed the first two years of
the proposed course based on the feedback and the University requirements. The senior student
groups on the current courses were asked for their opinions on the suggested changes before all
parties involved in the course were invited into another event to present the new course. As the
developments met the HCPC Standards Of Proficiency for the diploma course the course team
have used these developments in this validation and developed a third year, via consultation, to
reflect the additional areas in the CODP curriculum, for example leadership and management.
This consultation has involved senior managers and divisional leads from local Trusts that are in
support of the developments. The course team also held a meeting in October 2012 with the
PEFs to discuss the developments. This has resulted in some amendments to the planned
structure and modules “This builds on previous involvement of service and reflects the view of the
Major review report (QAA, 2006) “a strong partnership approach to curriculum planning and
design has been evident.” These close links with service providers and education purchasers
have ensured that professional pathways are responsive to the needs of stakeholders.
2.7
The module content and structure has been written to provide a developmental route for students,
progressing in terms of required knowledge and practical ability as they continues through the
course. Whilst theory and practice are valued equally, the course meets the requirements of the
CODP Curriculum in presenting the students with a minimum of 60% of course time in practice
(CODP 2011 p.17). The need for students to demonstrate safe practice that is supported by
sound theory is emphasised; this is reflected in the development of three practice modules that
relate directly to the theoretical content delivered concurrently at each stage of the course.
2.8
Practice learning will involve students undertaking placement in a maximum of three different
organisations. At the start of the course student will complete a placement preference form . The
University placement department then allocates students to a placement which meets their course
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needs, however students are not guaranteed placements close to home. This model of placement
allocation and experience has been undertaken for the last three years of the current course and
enables students to experience a variety of clinical experiences and practices.
2.9
Students will have the opportunity to rehearse some practice skills by use of “risk free learning
environments or skills laboratories…“ (Department of Health, 2001). The School opened a
simulated Operating Theatre Skills Laboratory in November 2005 on the University campus, to
offer students the opportunity to develop and enhance their practical skills. Since opening this has
been used regularly by the division for teaching and practicing essential theatre skills. This will
further strengthen the theory- practice link and will augment skills development within clinical
placements.
2.10
Recruitment will continue to include service input into the interview and selection process.
Rotation to different hospitals will be incorporated into placement planning to allow students to
experience and evaluate a range of practice environments and processes, preparing them to work
in a variety of settings.
2.11
Two intakes (in September and March) will be replaced by a single intake in September 2013.
This change in recruitment pattern has been agreed with both the local service providers and the
Strategic Health Authority (SHA). Commission of places for the course has been agreed upon by
the SHA; numbers will be specified in an annual contract, currently awaiting confirmation,
however, initial numbers are anticipated of around 56 per year.
2.12
The school are exploring and developing the further involvement of service users in the
development of the course, recruitment, selection, and engagement with the students. The new
course structure will enable the academic team to co-ordinate with other professions who have
service user involvement in their teaching. For recruitment the ODP team are working with the
service user team to explore opportunities to include their input in selection events. This is a
process that will continue following the validation of the course.
References
AAGBI – The Association of Anaesthetists of Great Britain & Ireland (2005) The Anaesthesia Team.
AAGBI, London
Association of Operating Department Practitioners (2006a) The Scope of Practice for Registered
Operating Department Practitioners. Wilmslow, Cheshire: AODP
Association of Operating Department Practitioners (2006b) The Diploma in Higher Education in Operating
Department Practice: Curriculum Document. Wilmslow, Cheshire: AODP
College of Operating Department Practitioners 2010 Discussion paper- framing the future roles of
Operating Department Practitioners
College of Operating Department Practitioners 2011 Bachelor of Science (Hons) in Operating Department
Practice-England, Northern Ireland and Wales Curriculum Document
PCC (2012) Position Statement: First Surgical Assistant. Perioperative Care Collaborative
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Appendix 2
University Support for the Course
University of Huddersfield
Computing and Library Services
MEMORANDUM
To:
Mr Steven Brown, Senior Lecturer, Division of Acute Care, Human & Health Sciences,
HW3/20
From:
Sue White, Director of Computing and Library Services
Ref:
SW/AW/003
Date: 2ndt November 2012
Subject:
Course Validation
Computing and Library Resource Statement
.
Course:
BSc (Hons) Operating Department Practice
This is to confirm that I am satisfied there are sufficient computing and library facilities and
resources to support the above course by the beginning of the next academic year.
Sue White
Director of Computing and Library Services
Email: [email protected]
Telephone: (01484) 472039
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Appendix 3
BSc (Hons) Operating Departments Practice Proposed Course Structure/Teaching Pattern/Placement Pattern
The Placement hours which the students will undertake each week are indicated with a “P” and are either 16 (2x8 hours shift) or 24 (3x8 hour shift) the
rest on the time on these weeks will involve attending lectures, seminars and tutorial, as well as private study.
Year one September 13
Placement hours
0
1
2
3
23.9.13
Theory Induction
4
30.9.13
5
Year two September 14
↓
52
1
2
3
1.9.14
8.9.14
15.9.14
22.9.14
Theory
4
29.9.14
7.10.13
Theory
5
6.10.14
6
14.10.13
Theory
16 P
6
13.10.14
7
21.10.13
16 P
7
8
28.10.13
16 P
9
4.11.13
10
11.11.13
11
18.11.13
12
25.11.13
13
2.12.13
14
9.12.13
15
16
17
18
19
20
21
16.12.13
23.12.13
30.12.13
6.1.14
13.1.14
20.1.14
27.1.14
Theory/ Formative practice
development Placement
orientation/learning contract
Theory/ Formative practice
development
Theory/ Formative practice
development
Theory/ Formative practice
development
Theory/ Formative practice
development
Theory/ Formative practice
development
Theory/ Formative practice
development
Theory/ Formative practice
development Interim review
Xmas Holiday
Xmas Holiday
Xmas Holiday
Theory
Theory
Theory/practice
Theory/practice
Section: Programme Specification
Issue No: 1
Year three September 15
Placement hours
Holiday Resubmission CAB
Holiday
Induction/Theory
Theory/ Formative practice
24 P
development Placement
orientation/learning contract
Theory
↓
Theory/ Formative practice
development
Theory
24 P
20.10.14
Theory/ Formative practice
development
24 P
8
27.10.14
Theory
16 P
9
3.11.14
24 P
16 P
10
10.11.14
Theory/ Formative practice
development
Theory
16 P
11
17.11.14
24 P
16 P
12
24.11.14
Theory/ Formative practice
development
Theory
16 P
13
1.12.14
24 P
16 P
14
8.12.14
Theory/ Formative practice
development Interim review
Theory
24 P
24 P
15
16
17
18
19
20
21
15.12.15
22.12.14
29.12.14
5.1.15
12.1.15
19.1.15
26.1.15
Xmas Holiday
Xmas Holiday
Xmas Holiday
Theory/practice
Theory/practice
Theory/practice
Theory/practice
Date: February 2013
24 P
24 P
24 P
24 P
52
1
2
3
31.8.15
7.9.14
14.9.15
21.9.15
4
28.9.15
5
5.10.15
6
12.10.15
7
19.10.15
8
26.10.15
9
2.11.15
10
9.11.15
11
16.11.15
12
23.11.15
13
30.11.15
14
7.12.15
15
16
17
18
19
20
21
14.12.15
21.12.15
28.12.15
4.1.16
11.1.16
18.1.16
25.1.16
Page 21 of 90
Placement hours
Holiday Resubmission CAB
Holiday
Induction/Theory
Theory
↓
Theory/ Formative practice
development Placement
orientation/learning contract
Theory
24 P
Theory/ Formative practice
development
Theory
24 P
Theory/ Formative practice
development
Theory
24 P
Theory/ Formative practice
development
Theory
24 P
Theory/ Formative practice
development
Theory
24 P
Theory/ Formative practice
development Interim review
Xmas Holiday
Xmas Holiday
Xmas Holiday
Theory
Theory/practice
Theory/practice
Theory/practice
24 P
24 P
24 P
24 P
School of Human and Health Sciences
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
3.2.14
10.2.14
17.2.14
24.2.14
3.3.14
10.3.14
17.3.14
24.3.14
31.3.14
7.4.14
14.4.14
21.4.14
28.4.14
5.5.14
12.5.14
19.5.14
26.5.14
2.6.14
9.6.14
16.6.14
23.6.14
30.6.14
44
7.7.14
45
14.7.14
46
21.7.14
47
48
49
50
51
52
28.7.14
28.7.14
4.8.14
11.8.14
18.8.14
25.8.14
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Theory/practice
Theory/practice
Theory/practice
Theory/practice Interim review
Theory/practice
Theory/practice
Theory/practice
Theory/practice
Theory/practice
Theory/practice Interim review
Easter Holiday
Easter Holiday
Easter Holiday
Exam Weeks
Exam Weeks
Exam Weeks
Theory/practice
Theory/practice
Theory/practice
Theory/practice
Holiday CAB
Holiday
Reassessment of placement
Holiday
Reassessment of placement
Holiday
Reassessment of placement
Holiday
Reassessment of placement
Re Exam Weeks
Holiday
Holiday
Holiday
Holiday
Holiday
Holiday
Section: Programme Specification
Issue No: 1
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
2.2.15
9.2.15
16.2.15
23.2.15
2.3.15
9.3.15
16.3.15
23.3.15
30.3.15
6.4.15
13.4.15
20.4.15
27.4.15
4.5.15
11.5.15
18.5.15
25.5.15
1.6.15
8.6.15
15.6.15
22.6.15
29.6.15
44
6.7.15
45
13.7.15
46
20.7.15
47
48
49
50
51
52
27.7.15
27.7.15
3.8.15
10.8.15
17.8.15
24.8.15
Theory/practice
Theory/practice Interim review
Theory/practice
Theory/practice
Theory/practice
Theory/practice
Theory/practice
Easter Holiday
Easter Holiday
Easter Holiday
Theory/practice Interim review
Theory/practice
Theory/practice
Exam Weeks
Exam Weeks
Exam Weeks
Theory/practice
Theory/practice
Theory/practice
Theory/practice
Holiday CAB
Holiday
Reassessment of placement
Holiday
Reassessment of placement
Holiday
Reassessment of placement
Holiday
Reassessment of placement
Re Exam Weeks
Holiday
Holiday
Holiday
Holiday
Holiday
Holiday
Date: February 2013
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
1.2.16
8.2.16
15.2.16
22.2.16
29.2.16
7.3.16
14.3.16
21.3.16
28.3.16
4.4.16
11.4.16
18.4.16
25.4.16
2.5.16
9.5.16
16.5.16
23.5.16
30.5.16
6.616
13.6.16
20.6.16
27.6.16
44
4.7.16
45
11.7.16
46
18.7.16
47
48
49
50
51
52
24.7.16
24.7.16
1.8.16
8.8.16
15.8.16
22.8.16
Page 22 of 90
Theory/practice
Theory/practice
Theory/practice Interim review
Theory/practice
Theory/practice
Theory/practice
Easter Holiday
Easter Holiday
Easter Holiday
Theory/practice
Theory/practice
Theory/practice Interim review
Theory/practice
Exam Weeks
Exam Weeks
Exam Weeks
Theory/practice
Theory/practice
Theory/practice
Holiday
Holiday CAB
Holiday
Reassessment of placement
Holiday
Reassessment of placement
Holiday
Reassessment of placement
Holiday
Reassessment of placement
Re Exam Weeks
Holiday
Holiday
Holiday
Holiday
Holiday
Holiday
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
24 P
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Proposed teaching plan for year one
Since the submission of the documents the team have developed a plan for the structure of the academic
delivery of the four year one modules which we thought the panel may find useful.
3
4
5
6
7
8
9
10
11
12
13
14
23.9.13
30.9.13
7.10.13
14.10.13
21.10.13
28.10.13
4.11.13
11.11.13
18.11.13
25.11.13
2.12.13
9.12.13
15
16
17
18
19
20
21
22
23
24
25
16.12.13
23.12.13
30.12.13
6.1.14
13.1.14
20.1.14
27.1.14
3.2.14
10.2.14
17.2.14
24.2.14
26
27
28
29
30
31
3.3.14
10.3.14
17.3.14
24.3.14
31.3.14
7.4.14
32
33
34
35
14.4.14
21.4.14
28.4.14
5.5.14
Induction
Theory
Theory
Theory
Theory/ practice
Theory/ practice
Theory/ practice
Theory/ practice
Theory/ practice
Theory/ practice
Theory/ practice
Theory/ practice
Interim review
Xmas Holiday
Xmas Holiday
Xmas Holiday
Theory
Theory
Theory/practice
Theory/practice
Theory/practice
Theory/practice
Theory/practice
Theory/practice
Interim review
Theory/practice
Theory/practice
Theory/practice
Theory/practice
Theory/practice
Theory/practice
Interim review
Easter Holiday
Easter Holiday
Easter Holiday
Exam Weeks
36
37
12.5.14
19.5.14
Exam Weeks
Exam Weeks
38
39
40
41
42
43
26.5.14
2.6.14
9.6.14
16.6.14
23.6.14
30.6.14
44
7.7.14
45
14.7.14
46
21.7.14
47
48
49
50
51
28.7.14
4.8.14
11.8.14
18.8.14
25.8.14
Theory/practice
Theory/practice
Theory/practice
Theory/practice
Holiday CAB
Holiday
Reassessment
Holiday
Reassessment
Holiday
Reassessment
Holiday
Reassessment
Re Exam Weeks
Holiday
Holiday
Holiday
Holiday
Holiday
Section: Programme Specification
HFO2000
HFO2001
10 Hours L/S
10 Hours L/S
10 Hours L/S
3 Hours L/S
3 Hours L/S
3 Hours L/S
3 Hours L/S
3 Hours L/S
3 Hours L/S
3 Hours L/S
6 Hours L/S
6 Hours L/S
6 Hours L/S
3 Hours L/S
3 Hours L/S
3 Hours L/S
3 Hours L/S
3 Hours L/S
3 Hours L/S
3 Hours L/S
HFO2002
2 Hour Lecture
HFG1000
2 Hour Lecture
2 Hour Lecture
2 Hour Lecture
2 Hour Lecture
2 Hour Lecture
2 Hour Lecture
2 Hour Lecture
2 Hour Lecture
30 minute tutorial
Exam
2 Hour Lecture
2 Hour Lecture
Directed study
Directed study
Directed study
Directed study
Directed study
2 Hour Lecture
Log submission
6 Hours L/S
6 Hours L/S
10 Hours L/S
10 Hours L/S
4 Hours L/S
3 Hours L/S
3 Hours L/S
3 Hours L/S
Log submission
3 Hours L/S
3 Hours L/S
30 minute tutorial
3 Hours L/S
2 Hour Lecture
2 Hour Lecture
2 Hour Lecture
2 Hour Lecture
2 Hour Lecture
Log submission
30 minute tutorial
PDP
2000 word
Report
Log submission
2 Hour seen
exam
PDP
Issue No: 1
Date: February 2013
Page 23 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Description of the three year course structure
Year one course structure.
23rd September
 You will have one week induction to the course and undertake the University induction
programme. This is a chance to familiarise yourself with the University facilities and meet the
other students on your course.
30th September
 You will undertake a three week study block which will prepare you for clinical placement and
begin the theoretical delivery for the three academic modules. Please refer to the proposed
teaching plan for the module requirements in terms of hours.
 HFO2000 Operating Department Practice Foundation Level Module One
 HFO2001 Operating Department Practice Foundation Level Module Two
 HFG1000 Research 1 Module (IPL Module)
21st October
 Academic and theoretical development will continue for a further 8 weeks with attendance at the
University or guided study for two days a week.

During this period you will also attend placement for 16 hours a week (two 8 hour shifts) and
develop formative clinical skills related to infection control, patient care and the circulating role and
an introduction to the scrub and anaesthetic roles. These relate to the year one PDP and the
placement module HFO2002 Introduction to Perioperative Practice and Patient Care

On the 8th week you will undertake an interim review with your clinical mentor of you placement
progress which will be reviewed by their personal tutor in the University.
6th January
 You will return to University for two weeks for further academic/theoretical input and further
preparation for practice.
20th January
 You will return to placement for 15 weeks, undertaking 24 hours a week (three 8 hour shifts)
during this period you will continue to formatively develop the required clinical skills for year one
and by the end of the placement be assessed as being competent by demonstrating repeated
safe practice.

During this period you will complete a further two interim reviews with your clinical mentor.

Academic support and teaching for the ODP modules and the Inter Professional Learning
continues with attendance at the University for one day a week and you will also have academic
time to undertake research and assessment preparation.
5th May
 This is the University exam period and you will have an assessment to submit or an exam to
undertake in each week.
16th June
 If at this stage you have passed all your academic work and placement you can progress to the
summer period development period. For students who have referred any element
 For academic work the resubmission/exam week is the 21st July.
 For placement you will have an opportunity to undertake 4 weeks on placement to retake the
areas of competence you have not achieved. However id you do not pass in this period you will
have to retake the year.
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 24 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
23rd June
 For all this is the period for resubmissions, holidays, and preparation for year two, which will
include some reading and reflection set by the course team. The aim is to enable you to reflect on
your academic and clinical development in the first year and plan strategies to improve areas that
you have concerns about. There will also be some pre-reading to prepare for your next modules.
Year two course structure.
15th September

For the first 13 weeks of the second year students will undertake alternate weeks in University
and then a week in placement to develop clear links between the theoretical principles and the
reality of perioperative practice.

During the weeks in University you will undertake formal lecture and practical session for the three
year two academic modules as well as having time to undertake further reading and research for
the subject areas being studied.



HIO2000 Operating Department Practice Intermediate Level Module One
HIO2001 Operating Department Practice Intermediate Level Module Two
HIG1000 Research 2 Module (IPL Module)

While on placement you will undergo formative development of the clinical skills attending
placement for 24 hours a week (three 8 hour shifts), this period enables you to consolidate the
skills you develop in year one which will have been in a different organisation, and develop the
required skills required for year two. There is no summative assessment of these competences
until the period between January and June. The skills development relates to PDP2 and
placement module HIO2002 Implementation of Perioperative Practice.

On the 13th week you will undertake an interim review of their placement experience and
development which will be reviewed by their personal tutor in the University.
5th January

You will return to placement for 18 weeks, undertaking 24 hours a week (three 8 hour shifts)
during this period you will continue to formatively develop the required clinical skills for year two
and by the end of the placement be assessed as being competent by demonstrating repeated
safe practice.

During this period you will complete a further two interim reviews with your clinical mentor.

Academic support and teaching for the ODP modules and the Inter Professional Learning
continues with attendance at the University for one day a week and you will also have academic
time to undertake research and assessment preparation.
4th May
 This is the University exam period and you will have an assessment to submit or an exam to
undertake in each week.
15th June
 If at this stage you have passed all your academic work and placement you can progress to the
summer period development period. For students who have referred any element
 For academic work the resubmission/exam week is the 21st July.
 For placement you will have an opportunity to undertake 4 weeks on placement to retake the
areas of competence you have not achieved. However id you do not pass in this period you will
have to retake the year.
22nd June
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 25 of 90
School of Human and Health Sciences

BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
For all this is the period for resubmissions, holidays, and preparation for year three, which will
include some reading and reflection set by the course team. The aim is to enable you to reflect on
your academic and clinical development in the first and second year and plan strategies to
improve areas that you have concerns about. There will also be some pre-reading to prepare for
your next modules.
Year three course structure.
14th September

For the first 13 weeks of the third year you will undertake alternate weeks in University and then a
week in placement to develop clear links between the theoretical principles and the reality of
perioperative practice.

During the weeks in University you will undertake formal lecture and practical session for the three
year two academic modules as well as having time to undertake further reading and research for
the subject areas being studied.



HHO2000 Development of Advanced Perioperative Practice for Operating Department Practice.
HHG1000 Research 3 Module (IPL Module).
HHN2000 Framework for Clinical Leadership and Management.

While on placement you will undergo formative development of the clinical skills attending
placement for 24 hours a week (three 8 hour shifts), this period enables you to consolidate the
skills you develop in year one which will have been in a different organisation, and develop the
required skills required for year two. There is no summative assessment of these competences
until the period between January and June. The skills development relates to PDP3 and
placement module HHO2001 Managing Enhanced and Complex Perioperative Practice.

On the 13th week you will undertake an interim review of their placement experience and
development which will be reviewed by their personal tutor in the University.
4th January

You will attend University for one week for further academic development and then return to
placement for 18 weeks, undertaking 24 hours a week (three 8 hour shifts) during this period you
will continue to formatively develop the required clinical skills for year one and by the end of the
placement be assessed as being competent by demonstrating repeated safe practice.

During this period you will complete a further two interim reviews with your clinical mentor.

Academic support and teaching for the ODP modules and the Inter Professional Learning
continues with attendance at the University for one day a week and you will also have academic
time to undertake research and assessment preparation.
2nd May
 This is the University exam period and you will have an assessment to submit or an exam to
undertake in each week.
13th June

If at this stage you have passed all your academic work and placement your results will be
presented to the Course assessment Board on week commencing 20 th June and you will qualify
and be eligible to apply for registration with the Health and Care Professions Council.


If you have referred any element
For academic work the resubmission/exam week is the 18th July.
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 26 of 90
School of Human and Health Sciences


BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
For placement you will have an opportunity to undertake 4 weeks on placement to retake the
areas of competence you have not achieved. However if you do not pass in this period you will
have to retake the year.
These results will be presented to the Course assessment board week commencing 31 st August
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 27 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Placement Structure Guide
This flow chart represents the placement experience of a first year student while on clinical placement.
Placement Structure – this must include an initial planning meeting, a minimum of three interim feedback meetings and a final feedback meeting.
This is an example of how a 25-week placement can be structured.
First Day
Week 1
Orientation to the placement by any supervising member of staff – complete the orientation document
The student carries out a self-assessment – the mentor/co-mentor(s) complete the Initial Learning Contract
and the Placement Plan – this must be done in the first week.
During the 9 weeks the student learns and practices skills, whilst developing their knowledge and
understanding – continually evaluating their readiness for assessment
Week 8
Week 15
Week 21
The Personal Tutor sees the student in University to check progress - prior to
this the student completes the Personal Development Planning doc
Prior to finishing placement for Christmas Holiday
The student carries out a self-assessment – mentor/co-mentor(s) review progress, complete an interim
feedback document and amend the Placement Plan if necessary – identify further learning needs –
identify any areas now ready for assessment – plan accordingly
During the 6 weeks when the student returns to placement the student learns and practices skills, whilst
developing their knowledge and understanding – continually evaluating their readiness for assessment – the
mentor/co-mentor(s) also carry out assessment of the skills planned at the previous review, looking for
evidence of repeated, safe, consistent practice
The Personal Tutor sees the student in University to check progress – prior to
this the student completes the Personal Development Planning doc
The student carries out a self-assessment – mentor/co-mentor(s) review progress, complete an interim
feedback document and amend the Placement Plan if necessary – identify further learning needs –
identify any areas now ready for assessment – plan accordingly
The Personal Tutor visits in weeks 14 to 16 of the placement to check progress
– prior to this the student completes the Personal Development Planning doc
During the 6 weeks the student learns and practices skills, whilst developing their knowledge and
understanding – continually evaluating their readiness for assessment – the mentor/co-mentor(s) also carry
out assessment of the skills planned at the previous review, looking for evidence of repeated, safe, consistent
practice
The “Formative Development” column in the skills inventory is signed as the
student demonstrates they are ready for assessment. Mentors/co-mentors sign
the “Knowledge & Ability Assessment” column in the skills inventory when the
student has carried out repeated examples of consistent, safe practice with
appropriate levels of underpinning knowledge
The student carries out a self-assessment – mentor/co-mentor(s) review progress, complete the Final
interim feedback document and amend the Placement Plan if necessary – identify further learning needs
– identify any further areas now ready for assessment – plan accordingly – review in last week of placement
During the 4 remainder of the placement the student learns and practices skills, whilst developing their
knowledge and understanding – continually evaluating their readiness for assessment – the mentor/comentor(s) also carry out assessment of the skills planned at the previous review, looking for evidence of
repeated, safe, consistent practice
Week 25
Actions
At this stage they must also identify and record any areas that the student
may not achieve – they must then plan remedial activities to promote
student achievement, in discussion with the PEF, and record the details
on the review document
The “Formative Development” column in the skills inventory is signed as the
student demonstrates they are ready for assessment. Mentors/co-mentors sign
the “Knowledge & Ability Assessment” column in the skills inventory when the
student has carried out repeated examples of consistent, safe practice with
appropriate levels of underpinning knowledge
Last week of placement – the student carries out their final self-assessment – mentor(s) review progress and
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 28 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
complete the final feedback document – there are two possible outcomes to the placement:
If all skills have been achieved – the student has
PASSED the placement and a result of pass will
be presented to the Assessment Board for this
module
If all skills have not been achieved – the student
has FAILED the placement and a result of fail will
be presented to the Assessment Board for this
module
On the last day of the placement the student will attend the University to
provide evidence of completing the placement – all of the documentation must
be signed and completed by this day for the student to progress
Important: to make valid judgements of the student’s ability, the mentor/co-mentor(s) must have worked with the student for at least 50% of the time upon which the judgement is made – this is not 50% of the placement;
but 50% of the days or weeks where the student is demonstrating their skills and knowledge for the assessment process
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 29 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Appendix 4
11. Evaluate the concepts, frameworks and professional issues to inform safe
working practice within the perioperative environment, in the roles of
circulating, scrubbed, anaesthetic and post-anaesthetic care practitioner,
including advanced roles.
x
12. Analyse relevant areas of homeostasis, biological sciences, infection control,
and the pharmacology and effects of anaesthetic drugs, gases and fluids.
x
13. Interpret perioperative patient care requirements, to include the perspective of
patients, patients with advanced care needs, and relevant others.
x
14. Analyse the legal, moral, ethical, professional, socio-political and statutory
basis of patient care in the operating environment.
x
15. Analyse perioperative practice for the management of acute and chronic
pain, post-operative nausea and vomiting, as well as in response to clinical
emergencies, clinical situations and patient needs.
16. Evaluate the processes involved in co-ordinating a safe and effective
perioperative environment, including principles of leadership, management
and risk management strategies within the healthcare context.
and
developing
Issue No: 1
Date: February 2013
x
x
x
x
x
Page 30 of 90
x
HHO2001
HHG1000
HHN2000
x
x
x
x
x
x
x
x
x
x
HHO2000
HIO2002
x
x
x
x
x
x
x
x
x
x
x
HIG1000
HIO2001
HIO2000
HFO2002
x
evidence-based
20. Appraise information and communication technology to support decision
making in the context of care delivery.
Section: Programme Specification
x
x
18. Interpret areas of clinical governance and the maintenance and monitoring of
standards relevant to the perioperative practice.
advancing
x
x
17. Analyse aspects of holistic care, with insight into anti-discriminatory practice,
human rights, equality, and social inclusion.
19. Evaluate the theory for
perioperative practice.
HFG1000
Knowledge and understanding
HFO2001
HFO2000
Mapping of Course Learning Outcomes to Modules
x
x
x
x
x
x
x
x
x
x
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
HHO2001
x
HHG1000
HHO2000
x
HHN2000
HIO2002
x
HIG1000
HIO2000
x
HIO2001
HFO2002
HFG1000
HFO2001
HFO2000
Skills and Other Attributes (practical)
x
4. Demonstrate the clinical outcomes and core knowledge specified in the
Operating Department Practice Curriculum (CODP 2011) and
Standards of Proficiency (HCPC), whilst recognising the scope of
practice for the ODP and other healthcare professionals.
5. Investigate and develop the skills, knowledge and ability, under
appropriate supervision, to carry out and modify safe, effective,
evidence-based autonomous practice, as required of a registered
Operating Department Practitioner.
x
6. Apply a systematic individual and multidisciplinary team approach to
the planned assessment and care of patients in elective and
emergency situations, based upon their individual needs.
x
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 31 of 90
x
x
x
x
X
x
13. Evaluate the performance of self and others, taking into account patients’
needs and service requirements, through reflective evidence-based practice.
14. Present clear, accurate and reliable communication skills.
x
x
x
x
x
x
x
x
HHO2001
HHG1000
HHN2000
HHO2000
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
22. Advocate appropriate problem solving approaches in a variety of situations
for example major incidents.
23. Justify methods of enquiry to understand, appraise and apply research
evidence along with identification of areas for further investigation.
Date: February 2013
x
x
20. Articulate the principles of managing time and resources to ensure quality of
care is maintained and enhanced
21. Participate in working across professional boundaries to allow effective
transition within and between departments.
Issue No: 1
x
x
x
19. Initiate change in the role of the change agent, leading quality improvement
and service development.
Section: Programme Specification
HIO2002
x
x
18. Summarise perioperative risk and promote health and wellbeing.
24. Establish skills for lifelong learning to maintain own personal and professional
development.
HIG1000
HIO2001
HIO2000
x
15. Participated in and initiate effective team and collaborative working.
16. Interpret information and numerical data, and present written information in a
clear and comprehensive manner.
17. Articulate the use of technology and other systems within learning
environments.
HFO2002
HFG1000
Key/Transferable Outcomes
HFO2001
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
HFO2000
School of Human and Health Sciences
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Page 32 of 90
x
x
x
x
x
x
x
x
x
x
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Appendix 5
Standards of proficiency mapping document to course
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)
Expectations of a registrant
1a:
Professional autonomy and accountability.
Registrant operating department practitioners must::
1a.1
be able to practise within the legal and ethical boundaries of their
profession
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12 -14
 HIO2001 Intermediate Level module two pages 15-17
 HFG1000 Professional Development and Research one pages
28-30
 HHN2000 Framework For Clinical Leadership And Management
pages 37-39
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
As above

understand the need to act in the best interests of service users at all times

understand what is required of them by the Health and Care Professions Council As above
understand the need to respect, and so far as possible uphold, the rights, dignity As above
Plus
and autonomy of every service user including their role in the diagnostic and
Module Specification Document
therapeutic process and in maintaining health and wellbeing
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
 Competences pages 74-92
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences

Section: Programme Specification
Issue No: 1
Date: February 2013
Page 33 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)


Competences pages 65-85
be aware of current UK legislation applicable to the work of their profession
As above

1a.2
be able to practise in accordance with relevant medicines legislation
be able to practise in a non-discriminatory manner
As above
1a.3
1a.4
1a.5
1a.6
understand the importance of and be able to maintain confidentiality
understand the importance of and be able to obtain informed consent
be able to exercise a professional duty of care
be able to practice as an autonomous professional, exercising their own
professional judgement
As above
As above
As above
Module Specification Document
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHN2000 Framework For Clinical Leadership And
Management pages 37-39
Section: Programme Specification
Issue No: 1
Date: February 2013
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HFG1000 Professional Development and Research one pages
28-30
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12 -14
 HHN2000 Framework For Clinical
Leadership
And
Management pages 37-39
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
 Competences pages 74-92
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
 Competences pages 65-85
Page 34 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)


HIO2002 Implementation of Perioperative Practice pages 18-20
HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
 Competences pages 65-85

be able to assess a situation, determine the nature and severity of the problem
and call upon the required knowledge and experience to deal with the problem

be able to initiate resolution of problems and be able to exercise personal
initiative
Section: Programme Specification
Issue No: 1
Date: February 2013
Module Specification Document
 HIO2001 Intermediate Level module two pages 15-17
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHG1000 Research 3 pages 34-36
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year Three PDP and Competences
 Competences pages 65-85
Module Specification Document
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHN2000 Framework For Clinical Leadership And
Management pages 37-39
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
 Competences pages 74-92
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
 Competences pages 65-85
Page 35 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)

know the limits of their practice and when to seek advice or refer to another
professional
As above

recognise that they are personally responsible for and must be able to justify
their decisions
recognise the need for effective self-management of workload and
resources and be able to practise accordingly
As above
1a.7
1a.8
Module Specification Document
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHN2000 Framework For Clinical Leadership And
Management pages 37-39
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
 Competences pages 74-92
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
 Competences pages 65-85
understand the obligation to maintain fitness to practise

understand the need to practice safely and effectively within their scope of
practice
Module Specification Document
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23

understand the need to maintain high standards of personal conduct
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 36 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)



1b:
1b.1
understand the importance of maintaining their own health
understand both the need to keep skills and knowledge up to date and the
importance of career-long learning
Professional relationships.
Registrant operating department practitioners must::
be able to work, where appropriate, in partnership with other
professionals, support staff, service users and their relatives and carers
Section: Programme Specification
Issue No: 1
Date: February 2013
HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHN2000 Framework For Clinical Leadership And
Management pages 37-39
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
 Competences pages 74-92
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
Course handbook
Programme specification
 Section sixteen
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HFG1000 Professional Development and Research one pages
Page 37 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)

understand the need to build and sustain professional relationships as both an
independent practitioners and collaboratively as a member of a team

understand the need to engage service users and carers in planning and
evaluating diagnostics, treatments and interventions to meet their meet and
goals

be able to make appropriate referrals
Section: Programme Specification
Issue No: 1
28-30
 HIG1000 Research 2 pages 31-33
 HIO2001 Intermediate Level module two pages 15-17
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
 Competences pages 74-92
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
 Competences pages 65-85
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HFG1000 Professional Development and Research one pages
28-30
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHN2000 Framework For Clinical Leadership And
Management pages 37-39
As above
Module Specification Document
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year Three PDP and Competences
 Competences pages 65-85
Date: February 2013
Page 38 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
1b.2
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)
be able to contribute effectively to work undertaken as part of a multidisciplinary team

1b.3
be able to use effective communication skills when sharing information about
patients with other members of the multi-disciplinary team
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HFG1000 Professional Development and Research one pages
28-30
 HIG1000 Research 2 pages 31-33
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHN2000 Framework For Clinical Leadership And
Management pages 37-39
 HIO2002 Implementation of Perioperative Practice pages 18-20
Year Two PDP and Competences
 Competences pages 76-95
be able to demonstrate effective and appropriate skills in communicating
information, advice, instruction and professional opinion to colleagues,
patients, clients, users, their relatives and carers

be able to communicate in English to the standard equivalent to level 7.0 of the
International English Language Testing System, with no element below 6.51

understand how communications skills affect the assessment of service users,
and how the means of communication should be modified to address and take
account of factors such as age, physical ability and learning ability
Section: Programme Specification
Issue No: 1
Date: February 2013
Programme Specification
 Section 16
University assessment regulations
www.hud.ac.uk/registry/regulationsandpolicies/studentregs
/
Module Specification Document
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HFG1000 Professional Development and Research one pages
28-30
 HHN2000 Framework For Clinical Leadership And
Management pages 37-39
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year Two PDP and Competences
Page 39 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)




Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)
 Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
be able to select, move between and use appropriate forms of verbal and nonverbal communication with service users and others
 HFG1000 Professional Development and Research one pages
28-30
 HHN2000 Framework For Clinical Leadership And
Management pages 37-39
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
 Competences pages 65-85
Module Specification Document
be aware of the characteristics and consequences of non-verbal communication
and how this can be affected by culture, age, ethnicity, gender, religious beliefs
 HFG1000 Professional Development and Research one pages
and socio-economic status
28-30
 HHN2000 Framework For Clinical Leadership And
Management pages 37-39
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HIO2001 Intermediate Level module two pages 15-17
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
understand the need to provide service users (or people acting on their behalf) As above
with the information necessary to enable them to make informed decisions
Module Specification Document
understand the need to use an interpreter to assist service users whose first
language is not English, whenever possible
 HFG1000 Professional Development and Research one pages
28-30
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 40 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)



recognise that relationships with service users should be based on mutual
respect and trust, and be able to maintain high standards of care even in
situations of personal incompatibility

be able to identify anxiety and stress in patients, carers and others, and
recognise the potential impact upon communication
Section: Programme Specification
Issue No: 1
Date: February 2013
HIO2001 Intermediate Level module two pages 15-17
HHN2000 Framework For Clinical Leadership And
Management pages 37-39
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
 Competences pages 74-92
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHN2000 Framework For Clinical Leadership And
Management pages 37-39
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
 Competences pages 74-92
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
Page 41 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)


HIO2001 Intermediate Level module two pages 15-17
HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
 Competences pages 74-92
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
1b.4
understand the need for effective communication throughout the
the service user
care of

recognise the need to use interpersonal skills to encourage the active
participation service users

be able to use effective communication skills in the reception and identification
of patients, and in the transfers of patients to the care of others
Section: Programme Specification
Issue No: 1
Date: February 2013
Module Specification Document
 HFG1000 Professional Development and Research one pages
28-30
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HHN2000 Framework For Clinical Leadership And
Management pages 37-39
Module Specification Document
 HFO2001 Operating Department Practice Foundation Level
module two pages 6-8
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
 7
Year One PDP and Competences
 Competences pages 74-92
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
Page 42 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)
Competences pages 65-85
The skills required for the application of practice
2a:
Identification and assessment of health and social care needs. Registrant
operating department practitioners must::
2a.1 be able to gather appropriate information

2a.2
be able to effectively gather information relevant to the care of patients in a
range of emotional states
Module Specification Document
 HFO2001 Operating Department Practice Foundation Level
module two pages 6-8
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
 Competences pages 74-92
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
be able to select and use appropriate assessment techniques

be able to undertake and record a thorough, sensitive and detailed assessment,
using appropriate techniques and equipment
Section: Programme Specification
Issue No: 1
Date: February 2013
Module Specification Document
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
 Competences pages 74-92
Page 43 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
2a.3
2a.4
2b:
be able to undertake or arrange investigations as appropriate
be able to analyse and critically evaluate the information collected
Formulation and delivery of plans and strategies for meeting health and
social care needs.
Registrant operational department practitioners must:
2b.1
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
As above
As above
Module Specification Document
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHN2000 Framework For Clinical Leadership And
Management pages 37-39
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
 Competences pages 74-92
Year Two PDP and Competences
 Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
be able to use research, reasoning and problem solving skills to determine
appropriate action

recognise the value of research to the critical evaluation of practice
Section: Programme Specification
Issue No: 1
Date: February 2013
Module Specification Document
 HFG1000 Professional Development and Research one pages
28-30
 HIG1000 Research 2 pages 31-33
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHG1000 Research 3 pages 34-36
Page 44 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)





2b.2

Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)
Module Specification Document
be able to engage in evidence-based practice, evaluate practice systematically,
and participate in audit procedures
 HFG1000 Professional Development and Research one pages
28-30
 HIG1000 Research 2 pages 31-33
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHG1000 Research 3 pages 34-36
 HIO2001 Intermediate Level module two pages 15-17
Module Specification Document
be aware of a range of research methodologies
 HFG1000 Professional Development and Research one pages
28-30
 HIG1000 Research 2 pages 31-33
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHG1000 Research 3 pages 34-36
Module Specification Document
be able to demonstrate a logical and systematic approach to problem solving
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
As
above
be able to evaluate research and other evidence to inform their own practice
Module Specification Document
be able to adapt and apply problem-solving skills to clinical emergencies
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year Three PDP and Competences
 Competences pages 65-85
be able to draw on appropriate knowledge and skills in order to make
professional judgements
Module Specification Document
be able to change their practice as needed to take account of new
developments
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 45 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)


2b.3

2b.4

HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year Three PDP and Competences
 Competences pages 65-85
Module Specification Document
demonstrate a level of skill in the use of information technology appropriate to
their practice
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
•
Competences pages 74-92
Year Two PDP and Competences
•
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
be able to formulate specific and appropriate management plans including
the setting of timescales
Module Specification Document
understand the requirement to adapt practice to meet the needs of different
client groups distinguished by, for example, physical, psychological,
 HIO2000 Operating Department Practice Intermediate Level
environmental, cultural or socio-economic factors
module one pages 12-14
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year Three PDP and Competences
Competences pages 65-85
be able to conduct appropriate diagnostic or monitoring procedures,
treatment, therapy or other actions safely and skilfully
Module Specification Document
understand the need to maintain the safety of both service users and those
involved in their care
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 46 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)


•
•

be able to undertake appropriate aesthetic, surgical and post-anaesthesia care
interventions
•
•

be able to modify and adapt practice to emergency situations
Section: Programme Specification
Issue No: 1
Date: February 2013
HIO2001 Intermediate Level module two pages 15-17
HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
Competences pages 74-92
Year Two PDP and Competences
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
 HFO2001 Operating Department Practice Foundation Level
module two pages 6-8
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
Competences pages 74-92
Year Two PDP and Competences
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
 HIO2000 Operating Department Practice Intermediate Level
Page 47 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)

be able to promote and comply with measures designed to control infection

be able to position patients for safe and effective interventions
Section: Programme Specification
Issue No: 1
Date: February 2013
module one pages 12-14
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HFO2001 Operating Department Practice Foundation Level
module two pages 6-8
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
•
Competences pages 74-92
Year Two PDP and Competences
•
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HFO2001 Operating Department Practice Foundation Level
module two pages 6-8
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
Page 48 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)
•

2b.5
be able to receive and identify patients and their care needs
Competences pages 74-92
Year Two PDP and Competences
•
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HFO2001 Operating Department Practice Foundation Level
module two pages 6-8
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
•
Competences pages 74-92
Year Two PDP and Competences
•
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
be able to maintain records appropriately

be able to keep accurate, legible records and recognise the need to handle
these records and all other clinical information in accordance with applicable
legislation, protocols and guidelines
•
•
Section: Programme Specification
Issue No: 1
Date: February 2013
Module Specification Document
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
Competences pages 74-92
Year Two PDP and Competences
Competences pages 76-95
Page 49 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)

2c:
2c.1



understand the need to use only accepted terminology in making records
Critical evaluation of the impact of, or response to, the registrant's actions.
Registrant operating department practitioners must:
be able to monitor and review the ongoing effectiveness of planned
activity and modify it accordingly
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)
Year Three PDP and Competences
Competences pages 65-85
As above
Module Specification Document
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
•
Competences pages 74-92
Year Two PDP and Competences
•
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
be able to gather information, including qualitative and quantitative data, that
helps to evaluate the responses of service users to their care
 HFG1000 Professional Development and Research one pages
28-30
 HIG1000 Research 2 pages 31-33
 HHG1000 Research 3 pages 34-36
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
be able to evaluate intervention plans using recognised outcome measures and As above
revise the plans as necessary in conjunction with the service user
recognise the need to monitor and evaluate the quality of practice and the value As above
of contributing to the generation of data for quality assurance and improvement
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 50 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)
programmes

2c.2
be able to make reasoned decisions to initiate, continue, modify or cease
treatment or the use of techniques or procedures, and record the decisions and
reasoning appropriately
be able to audit, reflect on and review practice
As above

understand the principles of quality control and quality assurance

be aware of the role of audit and review in quality management, including quality As above
control, quality assurance and the use of appropriate outcome measures
As above
be able to maintain an effective audit trail and work towards continual
improvement
Module Specification Document
participate in quality assurance programmes, where appropriate
Research 2 pages 20-22
Module Specification Document
understand the value of reflection on practice and the need to record the
outcome of such reflection
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
•
Competences pages 74-92
Year Two PDP and Competences
•
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
recognise the value of case conferences and other methods of review




Section: Programme Specification
Issue No: 1
Date: February 2013
Module Specification Document
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HIO2001 Intermediate Level module two pages 15-17
 HIG1000 Research 2 pages 31-33
 HHN2000 Framework For Clinical Leadership And
Management pages 37-39
Page 51 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)

3a:
HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
Knowledge, understanding and skills
Registrant operating department practitioners must:
know and understand the key concepts of the bodies of knowledge which
are relevant to their profession-specific practice
3a.1

understand the structure and function of the human body, relevant to their
practice, together with a knowledge of health, disease, disorder and dysfunction

be aware of the principles and applications of scientific enquiry, including the
evaluation of treatment efficacy and the research process

recognise the role of other professions in health and social care

understand the theoretical basis of, and the variety of approaches to,
assessment and intervention
Section: Programme Specification
Issue No: 1
Date: February 2013
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HFO2001 Operating Department Practice Foundation Level
module two pages 6-8
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
Module Specification Document
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HFG1000 Professional Development and Research one pages
28-30
 HIG1000 Research 2 pages 31-33
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
Module Specification Document
 HIO2001 Intermediate Level module two pages 15-17
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year Three PDP and Competences
Page 52 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)
Competences pages 65-85
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HFO2001 Operating Department Practice Foundation Level
module two pages 6-8
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23

As above

be aware of the main sequential stages of normal development, including
cognitive, emotional and social measures of maturation through the human lifespan

understand that aspects of psychology and sociology are fundamental to the
practitioner’s role in developing and maintaining effective working relationships

understand normal and altered anatomy and physiology throughout the human
life-span

understand relevant physiological parameters and how to interpret changes from As above
the norm
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
•
Competences pages 74-92
Year Two PDP and Competences
•
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
As above
recognise disease and trauma processes, and how to apply this knowledge to
the planning of the patient’s peri-operative care
Module Specification Document
understand how to store, issue, prepare and administer prescribed drugs to
patients, and monitor the effects of drugs on patients
 HFO2001 Operating Department Practice Foundation Level
module two pages 6-8
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20


Section: Programme Specification
Issue No: 1
Date: February 2013
As above
Page 53 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)

•
•

understand the principles of operating department practice and their application
to peri-operative patient care in the anaesthetic, surgical and post- anaesthesia
phases

know the types, properties, function, effect and contra-indications of the drugs,
gases, liquids and solutions commonly used within operating department
practice
•
•

understand the principles underpinning the safe and effective utilisation of
Section: Programme Specification
Issue No: 1
Date: February 2013
HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
Competences pages 74-92
Year Two PDP and Competences
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HFO2001 Operating Department Practice Foundation Level
module two pages 6-8
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
Module Specification Document
 HFO2001 Operating Department Practice Foundation Level
module two pages 6-8
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
Competences pages 74-92
Year Two PDP and Competences
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
Page 54 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)

equipment that is used for diagnostic, monitoring or therapeutic purposes in
anaesthesia, surgery, post-anaesthesia care and resuscitation
•
•

understand the principles and practices of the management of clinical
emergencies
•
•
3a.2
know how professional principles are expressed and translated into action
through a number of different approaches to practice, and how to select or
Section: Programme Specification
Issue No: 1
Date: February 2013
HFO2001 Operating Department Practice Foundation Level
module two pages 6-8
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HIO2001 Intermediate Level module two pages 15-17
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
Competences pages 74-92
Year Two PDP and Competences
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
Competences pages 74-92
Year Two PDP and Competences
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
As above
Page 55 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)
modify approaches to meet the needs of an individual, groups or
communities
understand the need to establish and maintain, a safe practice
environment
3a.3

be aware of applicable health and safety legislation, and any relevant safety
policies and procedures in force at the workplace, such as incident reporting,
and be able to act in accordance with these
•
•

be able to work safely, including being able to select appropriate hazard control
and risk management, reduction or elimination techniques in a safe manner in
accordance with health and safety legislation
•
Section: Programme Specification
Issue No: 1
Date: February 2013
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
Competences pages 74-92
Year Two PDP and Competences
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HIO2001 Intermediate Level module two pages 15-17
 HHO2000 Development of Advanced Perioperative Practice for
Operating Department Practice pages 21-23
 HHN2000 Framework For Clinical Leadership And
Management pages 37-39
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
Competences pages 74-92
Page 56 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)
•

be able to select appropriate protective equipment and use it correctly
•
•

be able to establish safe environments for practice, which minimise risks to
service users, those treating them, and others, including the use of hazard
control and particularly infection control
•
•
Section: Programme Specification
Issue No: 1
Date: February 2013
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)
Year Two PDP and Competences
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
 HFO2001 Operating Department Practice Foundation Level
module two pages 6-8
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
Competences pages 74-92
Year Two PDP and Competences
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
 HIO2000 Operating Department Practice Intermediate Level
module one pages 12-14
 HIO2001 Intermediate Level module two pages 15-17
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
Competences pages 74-92
Year Two PDP and Competences
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Page 57 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of proficiency (SOPs)

understand the nature and purpose of sterile fields, and the practitioner’s
individual role and responsibility for maintaining them
•
•

understand and be able to apply appropriate moving and handling techniques
•
•
Please indicate where in the accompanying documentation,
evidence relating to each SOP can be found.
(e.g. programme handbook, Page 6-8)
Module Specification Document
 HFO2001 Operating Department Practice Foundation Level
module two pages 6-8
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
Competences pages 74-92
Year Two PDP and Competences
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
Module Specification Document
 HFO2000 Operating Department Practice Foundation Level
Module One pages 3-5
 HFO2002 Introduction to Perioperative Practice and Patient Care
pages 9-11
 HIO2002 Implementation of Perioperative Practice pages 18-20
 HHO2001 Managing enhanced and complex perioperative
practice pages 24-26
Year One PDP and Competences
Competences pages 74-92
Year Two PDP and Competences
Competences pages 76-95
Year Three PDP and Competences
Competences pages 65-85
1
The International English Language Testing System (IELTS) tests competence in spoken and written English. Applicants who have qualified outside
the UK, whose first language is not English and who are not nationals of a country within the European Economic Area (EEA), have to provide evidence
that they have reached the necessary standard. We accept a number of other tests as equivalent to the IELTS examination. Please visit our website for
more information.
G:\Education\Approvals\SoPs cross referencing template for all professions\ODP SoPs cross-referencing template .doc
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 58 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Appendix 6
Mapping of Quality Assurance Agency Standards for ODP
Section: Programme Specification
Issue No: 1
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Page 59 of 90
X
X
X
Date: February 2013
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
HHO2001
HHN2000
X
HHG2000
HHO2000
X
HIO2002
X
HIG1000
X
HIO2001
HFG1000
HIO2000
X
HIO2002
Manage oneself, one's practice, and that of others, in
accordance with the Code of Conduct and the Scope of
Practice
for
Registered
Operating
Department
Practitioners;
Transfer knowledge and skills to a variety of clinical
specialities and unexpected situations
Work in partnership with patients at all times and, where
possible, carers, and recognise when this
approach to patient care may be appropriate
Provide support to patients, carers, families and
colleagues in changing and stressful situations
Practice in accordance with the professional ethical and
legal framework
Demonstrate sound clinical judgement across a range of
situations
Contribute to public protection by creating and
maintaining a safe environment of care
Delegate care to others, as appropriate, ensuring
effective supervision and monitoring
Demonstrate understanding of the roles of others, by
participating in multidisciplinary care
HFO2001
HFO2000
Working as a professional in health care: expectations
X
X
X
X
X
X
X
X
X
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Section: Programme Specification
Issue No: 1
HHO2000
HHN2000
HHG2000
HHO2001
HIG1000
HIO2001
HIO2000
HIO2002
HFG1000
X
HIO2002
Apply theories, concepts and principles of operating
department practice to deliver patient-centred care
to a wide range of individuals
Recognise potential risk and intervene to prevent, where
possible, complications occurring;
Analyse and interpret relevant health education/promotion
information and use this knowledge to
promote the health and well-being of patients
Use appropriate research and other evidence to underpin
patient care decisions that can be justified, even
when made on the basis of limited information;
Assess priorities in practice and deliver care competently
to meet identified need
Formulate and document a plan of care in partnership
with, and with the consent of, patients and, where
appropriate, their carers;
Demonstrate personal and professional accountability for
patient care
Accurately document and evaluate the outcomes of care
and other interventions
Demonstrate knowledge and understanding of effective
multidisciplinary working practices and
participate respecting and using the contributions of
members of the wider healthcare team
HFO2001
HFO2000
Principles and concepts: application
X
X
X
X
X
X
X
X
X
X
Date: February 2013
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Page 60 of 90
X
X
X
X
X
X
X
X
X
X
X
X
X
X
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Demonstrate knowledge and understanding of the
subjects underpinning operating department practice
(see section A above) through application to a range of
practice settings
Discuss the political and social context with in which the
provision of health and social care takes place
Understand and apply the values that underpin antidiscriminatory working practices
Communicate effectively with patients, carers and other
health care professionals;
Demonstrate an understanding of research and other
evidence and, where appropriate, apply findings to
practice
Provide safe and sensitive care through the use of
practical skills and knowledge of current best practice
Interpret and use data with the aid of technology to
enhance the management of care
Section: Programme Specification
Issue No: 1
X
Date: February 2013
X
X
X
X
HHO2001
X
X
X
X
X
X
X
X
X
X
X
X
X
HHG2000
X
X
X
HHN2000
HHO2000
HIO2002
HIG1000
HIO2001
HIO2000
HIO2002
HFG1000
HFO2001
HFO2000
Subject knowledge, understanding and associated
skills
X
Page 61 of 90
X
X
X
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Appendix 7
Standards of Education and Training (SETs) Cross-Mapping Document
Standards of education and training (SETs)
Please indicate where the evidence relating to each SET can be
located in the accompanying documentation.
1. Level of qualification for entry to the Register
1. 1 The Council normally expects that the threshold entry routes to the Register
will be the following:
.
Programme Specification, which indicates the course being proposed, is at
BSc (Hons) Level.
Diploma of Higher Education for operating department practitioners.
2. Programme Admissions
2.1 The admissions procedures must give both the applicant and the education
Programme Specification Section 16
provider the information they require to make an informed choice about whether to Online prospectus
www.hud.ac.uk/courses/.../operating-department-practice
take up or make an offer of a place on a programme.
(Please note this web page will be updated following the school validation
event in November, to say BSc (Hons))
2.2 The admissions procedures must apply selection and entry criteria, including Programme Specification Section 16
evidence of a good command of reading, writing and spoken English.
Online prospectus
www.hud.ac.uk/courses/.../operating-department-practice
(Please note this web page will be updated following the school validation
event in November, to say BSc (Hons))
2.3 The admissions procedures must apply selection and entry criteria, including Programme Specification Section 16
criminal convictions checks.
Online prospectus
www.hud.ac.uk/courses/.../operating-department-practice
(Please note this web page will be updated following the school validation
event in November, to say BSc (Hons))
2.4 The admissions procedures must apply selection and entry criteria, including Programme Specification Section 16
compliance with any health requirements.
Online prospectus
www.hud.ac.uk/courses/.../operating-department-practice
(Please note this web page will be updated following the school validation
event in November, to say BSc (Hons))
2.5 The admissions procedures must apply selection and entry criteria, including Programme Specification Section 16
appropriate academic and/or professional entry standards.
Online prospectus
www.hud.ac.uk/courses/.../operating-department-practice
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 62 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of education and training (SETs)
Please indicate where the evidence relating to each SET can be
located in the accompanying documentation.
2.6 The admissions procedures must apply selection and entry criteria, including
accreditation of prior (experiential) learning and other inclusion mechanisms.
2.7 The admissions procedures must ensure that the education provider has
equality and diversity policies in relation to applicants and students, together with
an indication of how these will be implemented and monitored.
3. Programme management and resources
3.1 The programme must have a secure place in the education provider’s
business plan.
3.2 The programme must be effectively managed.
3.3 The programme must have regular monitoring and evaluation systems in
place.
3.4 There must be a named person who has overall professional responsibility for
the programme who must be appropriately qualified and experienced and, unless
other arrangements are agreed, be on the relevant part of the Register.
3.5 There must be an adequate number of appropriately qualified and experienced
staff in place to deliver an effective programme.
3.6 Subject areas must be taught by staff with relevant specialist expertise and
knowledge.
3.7 A programme for staff development must be in place to ensure continuing
professional and research development.
3.8 The resources to support student learning in all settings must be effectively
Section: Programme Specification
Issue No: 1
Date: February 2013
(Please note this web page will be updated following the school validation
event in November, to say BSc (Hons))
Programme Specification Section 16
Online prospectus
www.hud.ac.uk/courses/.../operating-department-practice
(Please note this web page will be updated following the school validation
event in November, to say BSc (Hons))
Programme Specification Section 16
Online prospectus
www.hud.ac.uk/courses/.../operating-department-practice
(Please note this web page will be updated following the school validation
event in November, to say BSc (Hons))
Appendix One Introduction and Rationale
Appendix 2 Supporting information from Dean, Marketing.
Appendix One Introduction and Rationale
Appendix 2 Supporting information from Dean, Marketing.
Staff CVs
Programme Specification Section Seventeen.
http://www2.hud.ac.uk/registry/quality_assurance_regulations.php
Steven Brown (Course Leader)
Staff CVs
Staff CVs
The course has 3 fulltime senior lecturers, 1 senior lecturer who is .9, 1
senior lecturer.5, associates for teaching across IPL, with ODP staff
involved.
Staff CVs
Staff CVs
The University Staff Development team arrange events
www.hud.ac.uk/hr/staffdevelopment/
Staffs as part of contracts are required to undertake academic development.
Staff CVs
Page 63 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of education and training (SETs)
Please indicate where the evidence relating to each SET can be
located in the accompanying documentation.
used.
Programme Specification section 15
PDPs and competency files, which indicate how staff in placement support
students.
3.9 The resources to support student learning in all settings must effectively
Staff CVs
support the required learning and teaching activities of the programme.
Programme Specification section 14
Programme Specification section 15
PDPs and competency files, which indicate how staff in placement support
students.
3.10 The learning resources, including IT facilities, must be appropriate to the
Programme Specification section 15
curriculum and must be readily available to students and staff.
University statement www.hud.ac.uk/undergraduate/whatsitlike/facilities/
www.hud.ac.uk/courses/supporting/ehh/facilities/index.php
3.11 There must be adequate and accessible facilities to support the welfare and Programme Specification section 15
wellbeing of students in all settings.
University statement www.hud.ac.uk/undergraduate/whatsitlike/facilities/
www.hud.ac.uk/courses/supporting/ehh/facilities/index.php
3.12 There must be a system of academic and pastoral student support in place. Programme Specification section 15
University statement www.hud.ac.uk/undergraduate/whatsitlike/facilities/
www.hud.ac.uk/courses/supporting/ehh/facilities/index.php
3.13 There must be a student complaints process in place.
Programme Specification section 15
http://www2.hud.ac.uk/student_services/
3.14 Where students participate as service users in practical and clinical teaching, Course handbook 2012/13 version
appropriate protocols must be used to obtain their consent.
3.15 Throughout the course of the programme, the education provider must have Programme Specification section 15
identified where attendance is mandatory and must have associated monitoring
Appendix three course structure
mechanisms in place.
The University uses an online timetabling system for lectures
www.hud.ac.uk/students/keydates/timetableinformation/
University attendance policy
www.hud.ac.uk/media/.../content/.../attendance_monitoring_policy.pdf
Course specific information in Course handbook 2012/13 version
3.16 There must be a process in place throughout the programme for dealing with Programme Specification section 15
concerns about students’ profession-related conduct.
Course handbook 2012/13 version
4. Curriculum
4.1 The learning outcomes must ensure that those who successfully complete the Appendix five mapping of Standards of Proficiency to course.
programme meet the standards of proficiency for their part of the Register.
Programme Specification sections eleven, twelve and thirteen.
Appendix four mapping of course learning outcomes
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 64 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of education and training (SETs)
Please indicate where the evidence relating to each SET can be
located in the accompanying documentation.
4.2 The programme must reflect the philosophy, core values, skills and knowledge Appendix five mapping of Standards of Proficiency to course.
base as articulated in any relevant curriculum guidance.
Programme Specification sections eleven, twelve and thirteen.
Appendix four mapping of course learning outcomes
Appendix eight mapping of course and CODP degree curriculum
4.3 Integration of theory and practice must be central to the curriculum.
Programme Specification sections eleven, twelve and Thirteen.
Appendix one introduction and rational
Appendix four mapping of course learning outcomes
Appendix eight mapping of course and CODP degree curriculum
PDPs and competency files, which indicate how staff in placement support
students
4.4 The curriculum must remain relevant to current practice.
Appendix one introduction and rational
Appendix Five mapping of Standards of Proficiency to course.
Appendix Six QAA mapping
Appendix Eight mapping of course and CODP degree curriculum
Programme specification sections nine, eleven and twelve
4.5 The curriculum must make sure that students understand the implications of
Programme specification fourteen
the HCPC’s standards of conduct, performance and ethics.
Appendix one Introduction and rational
Modules document
PDPs and competency files, which indicate how staff in placement support
students
4.6 The delivery of the programme must support and develop autonomous and
Programme specification fourteen
reflective thinking.
Appendix one Introduction and rational
Modules Document
Yrs 1, 2 & 3 PDP and competency booklets
4.7 The delivery of the programme must encourage evidence based practice.
Programme specification fourteen
Appendix one Introduction and rational
Module Document
PDPs and competency files, which indicate how staff in placement support
students
4.8 The range of learning and teaching approaches used must be appropriate to
Programme specification fourteen
the effective delivery of the curriculum.
Appendix one Introduction and rational
Module Document
PDPs and competency files, which indicate how staff in placement support
students
4.9 When there is interprofessional learning the profession-specific skills and
Programme specification fourteen
knowledge of each professional group must be adequately addressed.
Appendix one Introduction and rational
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 65 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of education and training (SETs)
Please indicate where the evidence relating to each SET can be
located in the accompanying documentation.
Module Document
PDPs and competency files, which indicate how staff in placement support
students
5 Practice placements
5.1 Practice placements must be integral to the programme.
Programme specification fourteen
Modules Documents
 HFO2002 Introduction to perioperative practice and patient care
(placement module)
 HIO2002 Implementation of perioperative practice(placement
module)
 HHO2001 Managing enhanced and complex perioperative
practice(placement module)
PDPs and competency files, which indicate how staff in placement support
students
5.2 The number, duration and range of practice placements must be appropriate to Programme specification section fourteen
support the delivery of the programme and the achievement of the learning
Module documents
outcomes.
 HFO2002 Introduction to perioperative practice and patient care
(placement module)
 HIO2002 Implementation of perioperative practice(placement
module)
 HHO2001 Managing enhanced and complex perioperative
Appendix three course structure
PDPs and competency files, which indicate how staff in placement support
students
5.3 The practice placement settings must provide a safe and supportive
Programme specification fourteen
environment.
Module documents
 HFO2002 Introduction to perioperative practice and patient care
(placement module)
 HIO2002 Implementation of perioperative practice(placement
module)
 HHO2001 Managing enhanced and complex perioperative
Appendix three course structure
PDPs and competency files, which indicate how staff in placement support
students
5.4 The education provider must maintain a thorough and effective system for
Evidence of support mechanisms in the following documents, plus the
approving and monitoring all placements.
Yorkshire and Humber SHA Placement audit and support systems.
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 66 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of education and training (SETs)
Please indicate where the evidence relating to each SET can be
located in the accompanying documentation.
www.healthcareplacements.co.uk
Audits are undertake jointly with the University placement liaison facilitators
and clinical educators
Programme specification section fourteen
Module documents
 HFO2002 Introduction to perioperative practice and patient care
(placement module)
 HIO2002 Implementation of perioperative practice(placement
module)
 HHO2001 Managing enhanced and complex perioperative
Appendix three course structure
PDPs and competency files, which indicate how staff in placement support
students
5.5 The placement providers must have equality and diversity policies in relation to www.healthcareplacements.co.uk
students, together with an indication of how these will be implemented and
Audits are undertake jointly with the University placement liaison facilitators
monitored.
and clinical educators
5.6 There must be an adequate number of appropriately qualified and experienced www.healthcareplacements.co.uk
staff at the practice placement setting.
Audits are undertake jointly with the University placement liaison facilitators
and clinical educators
Appendix ten mentor register
5.7 Practice placement educators must have relevant knowledge, skills and
Appendix ten mentor register
experience.
Statements in Programme specification section fifteen
5.8 Practice placement educators must undertake appropriate practice placement Appendix ten mentor register
educator training.
Statements in Programme specification section fifteen
5.9 Practice placement educators must be appropriately registered, unless other Appendix ten mentor register
arrangements are agreed.
Statements in Programme specification section fifteen
5.10 There must be regular and effective collaboration between the education
Statements in Programme specification section fourteen and fifteen
provider and the practice placement provider.
PDPs and competency files, which indicate how staff in placement support
students
5.11 Students, practice placement providers and practice placement educators
Statements in Programme specification section fourteen and fifteen
must be fully prepared for placement which will include information about an
PDPs and competency files, which indicate how staff in placement support
understanding of:
students
Module documents
 the learning outcomes to be achieved;
 HFO2002 Introduction to perioperative practice and patient care
 the timings and the duration of any placement experience and
(placement module)
associated records to be maintained;
Section: Programme Specification
Issue No: 1
Date: February 2013
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School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of education and training (SETs)
Please indicate where the evidence relating to each SET can be
located in the accompanying documentation.


expectations of professional conduct;
the assessment procedures including the implications of, and any
action to be taken in the case of, failure to progress; and
 communication and lines of responsibility.
5.12 Learning, teaching and supervision must encourage safe and effective
practice, independent learning and professional conduct.


HIO2002 Implementation of perioperative practice(placement
module)
HHO2001 Managing enhanced and complex perioperative
PDPs and competency files, which indicate how staff in placement support
students
Module documents
 HFO2002 Introduction to perioperative practice and patient care
(placement module)
 HIO2002 Implementation of perioperative practice(placement
module)
 HHO2001 Managing enhanced and complex perioperative
5.13 A range of learning and teaching methods that respect the rights and needs PDPs and competency files, which indicate how staff in placement support
of service users and colleagues must be in place throughout practice placements. students
Module Documents
 HFO2002 Introduction to perioperative practice and patient care
(placement module)
 HIO2002 Implementation of perioperative practice(placement
module)
 HHO2001 Managing enhanced and complex perioperative
6 Assessment
6.1 The assessment strategy and design must ensure that the student who
successfully completes the programme has met the standards of proficiency for
their part of the Register.
Programme Specification section fourteen
Module document
Appendix four mapping of learning outcomes
Appendix Nine assessment schedule.
6.2 All assessments must provide a rigorous and effective process by which
Programme Specification section fourteen
compliance with external-reference frameworks can be measured.
Module document
6.3 Professional aspects of practice must be integral to the assessment
Programme Specification section fourteen
procedures in both the education setting and practice placement setting.
Module document
6.4 Assessment methods must be employed that measure the learning outcomes. Programme Specification section fourteen
Module document
Appendix three mapping of learning outcomes
Appendix nine assessment schedule.
Section: Programme Specification
Issue No: 1
Date: February 2013
Page 68 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Standards of education and training (SETs)
Please indicate where the evidence relating to each SET can be
located in the accompanying documentation.
6.5 The measurement of student performance must be objective and ensure
fitness to practise.
Programme Specification section fourteen
Registry handbook regarding assessments regulations
www.hud.ac.uk/registry/regulationsandpolicies/studentregs/
All intermediate and honours level work is moderated by and external
examiner
www.hud.ac.uk/registry/qualityassurance/externalexaminers/
Programme Specification section fourteen
Registry handbook regarding assessments regulations
www.hud.ac.uk/registry/regulationsandpolicies/studentregs/
All intermediate and honours level work is moderated by and external
examiner
www.hud.ac.uk/registry/qualityassurance/externalexaminers/
6.6 There must be effective monitoring and evaluation mechanisms in place to
ensure appropriate standards in the assessment.
6.7 Assessment regulations must clearly specify requirements for student
progression and achievement within the programme.
Course handbook, plus unilearn course site which contains links to
university regulations including
www.hud.ac.uk/registry/regulationsandpolicies/studentregs/
6.8 Assessment regulations, or other relevant policies, must clearly specify
requirements for approved programmes being the only programmes which contain
any reference to an HCPC protected title or part of the Register in their named
award.
6.9 Assessment regulations must clearly specify requirements for an aegrotat
award not to provide eligibility for admission to the Register.
6.10 Assessment regulations must clearly specify requirements for a procedure for
the right of appeal for students.
Programme specification section thirteen
6.11 Assessment regulations must clearly specify requirements for the
appointment of at least one external examiner who must be appropriately
experienced and qualified and, unless other arrangements are agreed, be from the
relevant part of the Register.
Section: Programme Specification
Issue No: 1
Date: February 2013
Programme specification section thirteen
Course handbook, plus unilearn course site which contains links to
university regulations including
www.hud.ac.uk/registry/regulationsandpolicies/studentregs/
www.hud.ac.uk/registry/regulationsandpolicies/studentregs/
Page 69 of 90
School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Appendix 8
Mapping of course against College of Operating Department Practice degree curriculum
Section: Programme Specification
Issue No: 1
Date: February 2013
x
x
x
x
x
x
x
x
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x
Page 70 of 90
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x
x
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x
x
x
x
x
x
x
x
x
HHO2001
x
x
x
HHG2000
x
x
x
x
x
x
HHN2000
HHO2000
x
x
x
x
HIG2000
x
x
x
HIO2001
HIO2000
HFO2002
HFG1000
x
x
x
x
x
x
HHO2002
1. Demonstrates personal accountability for and evaluates their own
Continuing Professional Development
1.1 Evaluates own limitations in relation to professional practice
1.2 Demonstrates personal accountability for ensuring own clinical competence
1.3 Critically analyses and manages own personal development plan
1.4 Maintains an evaluative portfolio of professional learning
1.5 Engages with appropriate personal and professional development resources
1.6 Demonstrates commitment to professional development to enhance
competence to practice.
1.7 Uses reflection on and in practice, to appraise and evaluate the effectiveness
of care
1.8 Embraces the concept of lifelong learning, developing and applying new skills
and knowledge relevant to changing technology, practice and patterns of
healthcare
2. Demonstrates personal and professional accountability and applies this
in their role as an Operating Department Practitioner
2.1 Promotes an awareness of, and evaluates practice in the context of, Health
and Safety requirements.
2.2 Applies protocols to ensure the safety and well being of patients and staff
2.3 Uses equipment appropriately and effectively to reduce risk of harm
2.4 Promotes an evidence based approach to practice which minimises the risk
of harm to patients, staff carers and others.
2.5 Interacts effectively with the multidisciplinary team and maintains the
confidentiality of information
2.6 Accepts responsibility and promotes accountability, whilst simultaneously
acknowledging the limitations of their professional competence
3. Monitors, reflects on and evaluates the quality in Operating Department
Practice and contributes to quality assurance processes
3.1 Applies and evaluates quality assurance mechanisms in order to monitor and
enhance the quality of practice
HFO2001
HFO2000
A. PROFESSIONAL AUTONOMY, ACCOUNTABILITY & GOVERNANCE
x
x
x
x
x
x
x
x
x
x
Section: Programme Specification
Issue No: 1
Date: February 2013
x
x
x
x
x
x
x
x
x
x
x
x
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x
x
x
x
x
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x
x
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x
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Page 71 of 90
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x
x
x
x
x
x
x
x
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x
x
x
x
x
x
x
x
x
x
HHN2000
x
HHO2001
x
x
x
x
x
x
HHG2000
x
HHO2000
x
HIG2000
HIO2001
HIO2000
HFO2002
HFG1000
x
x
HHO2002
3.2 Participates in the collection and interpretation of clinical data
3.3 Promotes the importance of quality and audit processes
3.4 Engages with the process of clinical audit
4. Supports and promotes clinical effectiveness by applying an evidence
based approach to Operating Department Practice
4.1 Demonstrates a detailed knowledge and understanding of the research
process.
4.2 As part of the multidisciplinary team, discusses and promotes the application
of evidence based practice
4.3 Critically evaluates practice to support enhanced quality of care
4.4 Critically evaluates research and other evidence that may support enhanced
quality of care
4.5 Demonstrates a detailed knowledge and understanding of the principles and
practice of research ethics
5. Evaluates and effectively manages risks and hazards associated with the
patient and the perioperative environment
5.1 Understands and applies the principles, issues and factors associated with
risk management in the care setting
5.2 Demonstrates the safe management of clinical, non-clinical waste in
accordance with national and local guidelines
5.3 Evaluates risks to the patient, staff and others
5.4 Recognises unacceptable behaviours, such as bullying, harassment and
discrimination, and initiates appropriate actions
5.5 Promotes and maintains health, safety and security in the workplace
5.6 Understands and contributes to clinical governance and the process of risk
management and audit
5.7 Understands and demonstrates the process and procedure for accurate
critical incident reporting
5.8 Creates and maintains environments, which promote the health, safety and
well being of patients, carers and staff
6. Demonstrates and promotes professional, ethical and legal approaches
to Operating Department Practice
6.1 Ensures all relevant documentation is completed correctly in accordance with
national and local guidelines
HFO2001
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
HFO2000
School of Human and Health Sciences
x
x
x
x
x
x
x
Section: Programme Specification
Issue No: 1
Date: February 2013
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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x
x
x
x
x
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Page 72 of 90
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x
x
x
x
x
x
x
HHO2001
x
x
HHG2000
x
x
x
x
HHN2000
x
HHO2000
x
x
HHO2002
x
x
HIG2000
HIO2001
x
x
HIO2000
HFG1000
x
x
HFO2002
6.2 Promotes and maintains confidentiality.
6.3 Implements and complies with legislative frameworks and organisational
policy
6.4 Promotes and applies the principles of informed consent
6.5 Adheres to the professional and regulatory codes of practice and conduct for
Operating Department Practitioners
6.6 Understands the legal responsibilities, ethical and professional
responsibilities of practice
6.7 Appreciates the significance of professional self-regulation
6.8 Demonstrates an awareness of moral and ethical dilemmas in healthcare and
applies appropriate solutions to complex problems
6.9 Respects and cares for patients to promote and maintain their dignity and
rights
6.10 Promotes and applies a non-discriminatory approach to practice
7. Demonstrates leadership and the ability to manage their workload and
that of the team
7.1 Applies appropriate leadership skills and techniques in the management of
people and resources
7.2 Contributes and responds constructively to change
7.3 Adapts to and demonstrates problem solving skills in complex and
unpredictable situations
7.4 Evaluates and justifies clinical decisions relating to care provided to the
patient
7.5 Critically evaluates own role within personal sphere of responsibility
7.6 Promotes the application of an evidence based approach to care delivery
7.7 Critically evaluates and manages the variations in available resources
7.8 Identifies and manages conflicts and challenging behaviours
7.9 Demonstrates the capability to act autonomously and collaboratively, within
multidisciplinary care teams
7.10 Manages and prioritises workload effectively within the multidisciplinary
team
HFO2001
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
HFO2000
School of Human and Health Sciences
x
x
x
x
x
x
x
Section: Programme Specification
Issue No: 1
Date: February 2013
x
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Page 73 of 90
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HHO2001
x
x
HHG2000
x
HHN2000
x
HHO2000
x
HHO2002
x
HIG2000
x
HIO2001
HIO2000
8. Applies appropriate communication skills in order to promote clinically
effective perioperative patient care
8.1 Promotes and applies the principles of good communication
8.2 Manages the communication of relevant information to the appropriate
member of the perioperative team
8.3 Promotes high quality care for patients by providing accurate and concise
verbal or written information related to their care and treatment
8.4 Arranges effective formal and informal channels of communication within and
outside the perioperative team
8.5 Formulates plans to enhance the quality of care
8.6 Assess the evidence base using research and literature databases and other
electronic information resources
8.7 Promotes the use of appropriate patient information systems and
perioperative records (electronic where available), to assure patient safety
8.8 Understands the delivery of healthcare within the UK and structure and
responsibilities of healthcare organisations
8.9 Understands the role of external agencies in directing and influencing clinical
9. Establishes and promotes effective professional relationships with
patients, carers and members of the healthcare team practice
9.1 Maintains relationships through the use of appropriate communication and
interpersonal skills
9.2 Uses interpersonal skills to optimise patient and professional relationships
9.3 Adapts communication strategies appropriately when dealing with individual
patients and carers
9.4 Uses verbal and non-verbal communication skills to develop a rapport with
patients and carers
9.5 Recognise anxiety and stress in patients, carers and others, and act
appropriately
10. Promotes a multidisciplinary approach to practice
10.1 Contributes effectively to multidisciplinary approaches to healthcare, in a
range of clinical settings
10.2 Promotes and applies the principles of effective team working
10.3 Collaborates with professional and support staff, delegating care
appropriately
10.4 Promotes the ODP role within multidisciplinary care teams
10.5 Appraises current knowledge and works collaboratively with the
multidisciplinary team to improve care provision
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11. Utilises current evidence and guidance to provide an optimum
environment for the care and treatment of the peri-operative patient
11.1 Actively seeks out and evaluates current evidence and guidance that may
impact on the provision of care for patients within the practitioner’s sphere of
practice
11.2 Applies ethical principles to all aspects of the provision of patient care within
the practitioner’s sphere of practice
11.3 Manages environmental and resource factors to meet individual patient
needs
11.4 Demonstrates the understanding and ability to manage the progress of the
operating list
11.5 Demonstrates a comprehensive understanding of the principles relating to
the design of operating departments and related areas
11.6 Complies with local and national guidance in relation to decontamination,
tracking and traceability of medical devices
11.7 Promotes and applies measures designed to prevent or control infection
11.8 Demonstrates a comprehensive understanding of the sources, transmission
routes and methods of destruction of pathological organisms
12. Identifies and assesses individual needs of patients
12.1 Promotes patients’ autonomy and dignity during assessment of clinical
12.2 Applies a detailed knowledge and understanding of social and psychological
principles to individualised patient care
12.3 Demonstrates a detailed knowledge and understanding of normal human
anatomy and physiology, including normal physiological parameters for all vital
systems, across the lifespan
12.4 Identifies changes to physiological systems brought about by disease and
trauma processes and adapts care appropriately
12.5 Accurately collects and records relevant patient information from a variety of
sources, including the patient’s own account, results from clinical investigations
and previous clinical documentation
12.6 Uses appropriate physiological measurement techniques, and identifies the
limitations and potential failings of any of these techniques
12.7 Demonstrates a systematic approach to the physical and psychological
assessment of individual patients in elective and emergency situations. To
include:
HFO2002
HFO2000
C. Operating Department Practice
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12.7.1 Airway patency, to include: Mallampati grading; classification and
recognition of airway obstruction; pre-existing conditions, anatomical
abnormalities and clinical procedures that may potentiate airway difficulties;
patency of artificial airways
12.7.2 Respiratory function. To include assessment of rate, depth, symmetry,
rhythm, breath sounds and peak flows; blood-gas and acid-base analysis;
identification of common pre-existing medical conditions and physiological factors
that may affect respiration; recognition of potentially life-threatening respiratory
conditions
12.7.3 Cardiovascular function. To include assessment of perfusion, blood
pressure, pulses; common cardiac arrhythmias; fluid and electrolyte balance;
commonly encountered haematological and biochemical values; classifications of
shock; pre-existing and acute conditions that may affect perfusion
12.7.4 Neurological function, to include: assessment of psychological and
emotional needs, sensory and motor function, pupil size, levels of consciousness
(AVPU, GCS); care of peripheral nerves during positioning for clinical
interventions
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12.7.5 Integumentary system. To include: assessment of skin integrity and
pressure care, nutritional status, maintenance of normothermia and adequate
perfusion
12.7.6 Physiological and behavioural responses to pain
12.7.7 Renal function, to include: monitoring of urine output and urinalysis
12.8 Analyses information gathered from a variety of sources to contribute to
problem solving and clinical decision making within the practitioner’s sphere of
practice
12.9 Interprets and evaluates information gathered from assessment activities,
and exercises clinical judgement in initiating further treatment or investigations, or
referring to other professionals as appropriate
13. Plans and delivers evidence based, individualised care to patients
13.1 Promote patients’ autonomy and dignity during clinical interventions
13.2 Recognises and responds appropriately to emotional needs of patients
13.3 Applies clinical skills in a competent, safe and timely manner
13.4 Exercises professional knowledge and judgement in the continuing
assessment of patient needs in order to prioritise actions
13.5 Involves patients, family, carers and other members of the multidisciplinary
team in the formulation of plans of care, wherever possible or appropriate
13.6 Evaluates wounds and applies principles of wound management
13.7 Exercises clinical judgement in the assessment and management of pain for
patients within the practitioner’s sphere of practice
13.8 Administers medication to patients in a timely and safe manner, in
accordance with relevant policies, procedures and protocols
13.9 Demonstrates sound clinical judgement in the positioning of patients in order
to prevent musculoskeletal or nerve damage and to promote optimum tissue
perfusion
13.10 Identifies changes in the patient’s physiological condition and initiates
appropriate action to restore homoeostasis
13.11 Applies knowledge of human anatomy and physiology during clinical
procedures
13.12 Identifies, and initiates appropriate management for, clinical emergencies
13.13 Critically evaluates the effects of interventions in individual patients’ care
14. Evaluates and reflects on care provided and own professional actions
14.1 Utilises an evidence-based approach to inform practice and enhance the
quality of patient care
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14.2 Demonstrates professional autonomy in ensuring practices and clinical
judgments are consistent with the best available evidence.
14.3 Promotes a culture in which the safety and wellbeing of service users are
paramount
14.4 Identifies and makes appropriate responses to situations in which the quality
of care might be compromised
15. Applies knowledge of pharmacology within operating department
practice
15.1 Promotes and applies statutory, national and local guidance relating to the
ordering, storage, checking and administration of medicines
15.2 Demonstrates proficiency in the preparation of prescribed medications prior
to administration to patients
15.3 Accurately calculates drug dosages
15.4 Administers prescribed medications using a variety of approved techniques
15.5 Monitors the effects of drugs on patients and takes appropriate and prompt
action in the event of adverse reactions
15.6 Consistently records and completes appropriate documentation relating to
the administration of medicines
15.7 Demonstrates a comprehensive and evidence based understanding of the
pharmacokinetic and pharmacodynamic effects of drugs encountered within the
practitioner’s sphere of practice. To include:
15.7.1 Indications and contraindications for use
15.7.2 Complications and side effects
15.7.3 Interactions, especially in relation to normal and altered physiology
15.8 Critically evaluates techniques for the management of acute and chronic
pain and post operative nausea and vomiting, and applies findings to the care of
individual patients
16. Demonstrates proficiency and safe practice in the use of medical
devices within the practitioner’s sphere of practice
16.1 Promotes and applies good practice in the introduction and use of medical
devices; to include:
16.1.1 Statutory and professional guidance, especially with regard to the
participation of patients in clinical trials and product evaluations
16.1.2 Compliance with the principles of product liability and the role and
responsibilities of manufacturers in facilitating the safe use of devices
16.1.3 Ensuring that appropriate records and tracking systems are maintained at
all times
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16.1.4 Exercises professional judgement in supervising the performance and
correct use of medical devices in accordance with regulations, local policies and
manufacturer’s recommendations
16.2 Demonstrates proficiency in the selection, preparation and, where
necessary, calibration of a variety of medical devices (including invasive
monitoring)
16.3 Utilises medical devices to measure and record patients’ physiological
parameters within the practitioner’s sphere of practice
17. Demonstrates proficiency in the role of the ODP in anaesthesia, post
anaesthesia and critical care
Year 1: In conjunction with the registered practitioner:
Prepares the anaesthetic room and equipment
Contributes to the care of the patient undergoing anaesthesia throughout elective
procedures
Year 2: Under the supervision of the registered practitioner, and in addition
to Year 1 competences:
Demonstrates skill in planning care for patients undergoing elective procedures
Ensures the safe and appropriate preparation of equipment and environment
Safely demonstrates the skills required when undertaking the role of the
anaesthetic practitioner throughout the care of patients undergoing elective
procedures of varying complexity
Contributes to the care of the patient in PACU
Year 3: In addition to Year 1 and Year 2 competences and, as part of the
multidisciplinary team:
Demonstrates a holistic approach to the assessment, planning, implementation
and evaluation of care for a diverse range of patients undergoing a range of
procedures, including complex, non-scheduled and emergency
Demonstrates skill in the management of a diverse range of patients’ airways,
respiration and circulation; this must include the care of children, obstetric
patients and patients undergoing shared airway procedures
Demonstrates skill in managing the care of the patient in PACU and other areas
of critical care
Demonstrates skill in medicines management; to include drug administration, the
recognition and appropriate treatment of any complications or side effects
17.1 Utilises an evidence based approach to the care of the patient in
anaesthesia, postanaesthesia and critical care
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17.2 Prepares and maintains a safe and appropriate environment for a variety of
patients, acknowledging and implementing appropriate risk management
strategies
17.3 Promotes the rights and wellbeing of the patient in anaesthesia, postanaesthesia and critical care
17.4 Promotes and implements local and national guidelines for anaesthetic, post
anaesthetic and critical care, including those relating to infection prevention and
control
17.5 Is proactive and, where appropriate, demonstrates clinical leadership in the
functioning of multi-disciplinary teams within anaesthesia, post-anaesthesia and
critical care
17.6 Safely prepares and utilises anaesthetic, post anaesthetic and critical care
equipment in accordance with national and local guidelines
17.7 Correctly identifies patients and their individual care needs at the handover
of care from other health professionals
17.8 Undertakes initial assessment and, where appropriate, treatment of patients
in anaesthesia, post-anaesthesia and critical care as part of the multi-disciplinary
team;
17.8.1 ABCDE approach to assessment
17.8.2 Principles of triage
17.9 Promotes best practice in and, where appropriate, manages the safe
positioning of patients for clinical procedures
17.10 Provides informed, safe and timely support in a variety of situations,
including the complex and unpredictable, for anaesthetists and other healthcare
professionals working within anaesthesia, post-anaesthesia and critical care
17.11.1 Techniques for providing assisted respiration for a broad range of
patients
17.11.2 Basic airway manoeuvres and insertion of oropharyngeal,
nasopharyngeal and laryngeal mask airways
17.11.3 Pharyngeal and endo-bronchial suctioning
17.11.4 Comprehensive understanding of the principles relating to endotracheal
intubation and tracheostomy, including the management of the difficult airway
and the use of associated techniques and equipment
17.11.5 Recognition and understanding of the management of potential and
actual problems that occur during induction, maintenance and reversal of
anaesthesia
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17.11.6 Principles and techniques of oxygen therapy
17.11.7 Selection and preparation of equipment for supporting respiration
(including NIV, CPAP etc.)
17.11 Demonstrates proficiency in airway management in anaesthetic, post
anaesthetic and critically ill patients. To include;
17.11.8 Care of the ventilated patient including requirements for monitoring,
sedation weaning etc
17.12 Monitor and interpret the patient’s vital signs, using both invasive and noninvasive techniques
17.12.1 Demonstrate understanding of the equipment and techniques utilised in
non-invasive and invasive monitoring techniques
17.13 Demonstrate an understanding of the assessment and short-term
treatment of critical illness
17.13.1 Demonstrate understanding of treatment methodologies for a range of
acute and chronic cardiovascular conditions (to include management use of
antiarrhythmic’s, inotropes, vasopressors, fluid resuscitation of electrolyte
imbalance, anti-hypertensive’s etc)
17.14 Monitor and evaluate the patient’s fluid balance, in accordance with
national and local guidelines:
17.14.1 Insertion and care of urinary catheters (male and female)
17.14.2 Monitor urine output and perform urinalysis; interpret results and
undertake interventions (including referral) as appropriate
17.14.3 Principles and practice of renal replacement therapy
17.15 Demonstrate the safe preparation and administration of intravenous fluids
(including blood products), in accordance with national and local guidelines:
17.15.1 Demonstrate understanding of the principles and practice of vascular
access
17.15.2 Demonstrate proficiency in the preparation and administration of
intravenous fluid therapy, including calculations of infusion rates using manual
and automated devices
17.15.3 Safely and effectively perform peripheral venous cannulation
17.15.4 Demonstrate a detailed understanding and application of the principles of
the administration of blood and blood products
17.15.5 Demonstrate a detailed understanding of the principles and practice of
autologous transfusion
17.15.6 Monitor and respond to the effects of infusions, including blood and blood
products
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17.16 Monitor and assess the patient’s pain status, administering prescribed pain
relief as appropriate, in accordance with national and local guidelines
17.17 Recognise and respond appropriately to adverse patient conditions or
emergencies in anaesthesia, post-anaesthesia and critical care
17.18 Monitor the effects of prescribed medication and take appropriate action
where necessary, in accordance with national and local guidelines
17.19 Monitor and manage the patient’s wounds, drains and supports
17.20 Contribute to the emotional and psychological support of patients and
others in anaesthesia, post-anaesthesia and critical care
17.20.1 Ethical and legal issues associated with resuscitation and end of life care
17.20.2 Organ donation
17.21 Manage and record information relating to the care of the patient
17.22 Apply specified discharge criteria prior to handing over the care of the
patient to other healthcare professionals
17.23 Communicate effectively with professionals in other healthcare settings to
facilitate the safe transfer of patients between locations.
17.24 Develops clinical skills in line with the role of the ODP working in
anaesthesia, post anaesthesia and critical care
18. Demonstrates proficiency in the role of the ODP within surgical
environments
Year 1: In conjunction with the registered practitioner:
Demonstrates competence in generic surgical skills i.e. proficient in circulating
skills and fundamental surgical skills; gowning, gloving, aseptic technique,
preparation of instrument trolleys, maintaining the sterile field, safe disposal of
contaminated items.
Demonstrates proficiency whilst undertaking non-complex, surgical procedures
Year 2: Under supervision of the registered practitioner and in addition to
Year 1 competences
Demonstrates competence in the scrubbed role for elective, non-scheduled, and
unanticipated complex procedures for a diverse range of patients; this must
include care of the paediatric, obstetric, trauma, and major emergency patients
Year 3: In addition to Year 1 and Year 2 competences and as part of the
multidisciplinary team:
Demonstrates competence in enhanced surgical skills, this role provides
competent and skilled surgical assistance to the operating surgeon or surgical
care practitioner (SCP) under their direct supervision.
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Practices as an accountable, responsible practitioner who works within their role
limitations
18.1 Utilises an evidence based approach to the care of the patient undergoing
surgical interventions
18.2 Promotes the rights and wellbeing of the patient and others in surgical care
settings and enhances the communication link between theatre, patient and ward
18.3 Safely prepares and assists with appropriate positioning of the patient for
surgical interventions
18.4 Develops clinical skills in line with the role of the scrub and circulating ODP
18.5 Establishes and maintains the integrity of sterile fields
18.6 Maintains an accurate status of identified accountable items in accordance
with local and national guidelines
18.7 Prepares and utilises surgical equipment and medical devices in
accordance with manufacturers' instructions, national guidelines and local
policies
18.8 Demonstrates safe and skilled support for the surgeon and works effectively
as part of the surgical team
18.9 Promotes and applies statutory, national and local guidance relating to
surgical care
18.10 Effectively manages and documents information relating to the care of the
patient to facilitate the safe transfer and handover to the post anaesthetic care
unit
18.11 Prepares and maintains a safe and appropriate surgical environment for a
diverse range of patients, acknowledging and implementing appropriate risk
management strategies
18.12 Recognise and respond appropriately to the development of adverse
surgical conditions or emergencies
18.13 Develop enhanced clinical skills in line with the role of the scrub and
circulating ODP, to include:
18.13.1 Urinary catheterisation (male and female)
18.13.2 Skin preparation prior to surgery, including tissue viability assessment,
and draping
18.13.3 Receives and handles surgical instruments relevant to area of working,
this may include for example: camera holding for minimal invasive access
surgery
18.13.4 Use of and maintenance of specialised surgical equipment relevant to
area of working
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18.13.5 Skin and tissue retraction including handling of tissue and manipulation
of organs for exposure or access
18.13.6 Cutting of sutures and ties
18.13.7 Use of suction and assist with haemostasis in order to secure and
maintain a clear operating field
18.13.8 Assistance with wound closure and application of dressings
5. Assessment of Learning
5.1 Assessment of Student Achievement
Programme Specification
Module Specification Document
Appendix 9 Assessment Schedule
Programme Specification
Years 1, 2 & 3 PDP and competences
5.2 Supporting the Learner
6. Programme Management & Resources
6.1 Programme Resources in the University and Practice
6.2 The Simulated Perioperative Environment
6.3 Programme Leads
6.4 Entry Requirements
6.5 Recording of Learning Hours
6.6 Accreditation of Prior Learning
6.7 Title of Awards
6.8 Part-time Programmes
Section: Programme Specification
Issue No: 1
Date: February 2013
Programme Specification
Curriculum Vitae Document
Programme specification
Curriculum Vitae Document
Programme Specification
Programme specification
Years 1, 2 & 3 PDP and competences
Appendix 3 course structure
Programme Specification
Programme specification
N/A
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Appendix 9
Assessment Schedule
Year 1: Foundation Level Grid
Module Code
Module Title
HFG1000
HFO2000
HFO2001
HFO20023
Research 1
20
ODP Found one
HIO2000
HIO2001
HIO2002
30
Introduction to
perioperative
practice and patient
care (placement
module)
TOTAL CREDITS
Hand in
Short answer 1.5 hour exam
December
Personal Development Plan2000 words
March
2000 word Report
March
2 Hour seen exam
April/May
Online Learning Log 4 x
1000 submissions
December
February
March
April
Interim Reviews
December
February
April
Submission of proof of
completion of Competences
June
40
120
Credits
Research 2
Assessment Strategy
Hand in
Data analysis workbook
December
Research proposal proforma
April
Essay
March
Unseen exam
April/May
Reflection
April/May
OSCE
March
Interim Reviews
December
February
April
Submission of proof of
completion of Competences
June
20
Operating
Department Practice
Intermediate Level
Module One
Operating
Department Practice
Intermediate Level
Module Two
30
30
Implementation of
perioperative
practice(placement
module)
40
TOTAL CREDITS
120
Section: Programme Specification
Assessment Strategy
30
ODP Found two
Year 2: Intermediate Level Grid
Module Code
Module Title
HIG1000
Credits
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Year 3: Honours Level Grid
Module Code
Module Title
Credits
Assessment Strategy
Hand in
Dissertation- 6000 words
HHG1000
Research 3
30
Part 1- 2000 words
December
Part 2- 4000 words
March
Poster defence or verbal
conference presentation- 20
minutes
May
Critical analysis- 4000 words
HHN2000
HHO2000
HHO2001
Frameworks for
Clinical Leadership
and Management
Development of
advancing
perioperative
practice for
Operating
Department Practice
30
30
Managing enhanced
and complex
perioperative
practice(placement
module)
30
TOTAL CREDITS
120
Section: Programme Specification
Issue No: 1
Part 1- Interpretation and
description - 1000 words
December
Part 2- Critical analysis 3000 words
May
Online Log
One submission a
month for 6
Months
Essay
April
Safe Medicate
April/May
Interim Reviews
December
February
April
June
Submission of proof of
completion of Competences
Date: February 2013
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Appendix 10
List of Placement Staff and Mentors
Mentor register
The mentor register is currently held by the University, however it is proposed that by the start of the new
degree the register will be incorporated fully in the Yorkshire and Humber SHA placement website
www.healthcareplacements.co.uk
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School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Appendix 11
External examiners report
External
Examiner
Name:
Academic session:
Rita J Hehir
2011-1012
Course(s) examined:
Award
Title
Operating Department Practice
Are the standards set for the award(s) appropriate for qualifications at this level, in this
subject?
Are the standards of student performance comparable with similar programmes in other
UK institutions with which you are familiar?
Are the processes for assessment, examination and the determination of awards rigorous
and fairly conducted?
Have you seen a sufficient sample of work at all grade levels, including failure, which
allows you to comment on the appropriateness of overall standards?
Were the choices of subjects for dissertations or final projects appropriate?
Were assessments marked in a manner which allowed you to see the reasons for the
award of a given mark?
Did you receive, and have opportunity to comment on, copies of assessment briefs,
examination scripts and marking criteria?
(If applicable) Are you satisfied that all standards are being achieved in the delivery of the
award through the University’s collaborative partners?
Are you satisfied that any comments made in your previous reports have been acted on
as appropriate?
Have all course amendments and regulatory changes been communicated to you?
Have you received copies of documentation including regulations, handbooks and
module descriptions?
(If applicable) Were suitable arrangements made for you to conduct orals and/or
moderate performances/recitals or professional placements?
Yes
√
No
N/A
√
√
√
√
√
√
√
√
√
√
n/a
Please complete the following and comment under note f) in the body of your report if you tick ‘No’ for
either
1 or 2:
Yes
No
Are you satisfied that there are no matters which give you cause for:
1. General concern regarding the conduct or performance of the course?
√
2. Serious concern, putting at risk the standard of the award?
√
Summary
Please describe any particular strengths, distinctive or innovative features in relation to standards and
assessment processes that you would like to highlight.
The strengths of the programme:
Strong current, robust curriculum with a variety of assessment methods.
The course Team clearly know their students well. This is a very important element of a successful
course. Especially during Year 1 which can pose very particular difficulties for students as they try to
manage the transition from college to university and independent learning or from a more conventional
place to work to the speed and stress of an operating theatre.
Section: Programme Specification
Issue No: 1
Date: February 2013
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School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
I am always inclined to comment very favourably also on one particular aspect of
the programme in particular and that is the modules that prepare the students for the reality of the political
/ legal l context in which a high standard of safe perioperative care has to be delivered.
Signed:
Rita J Hehir ……………………………………………………………………………………
Please type your name if you are submitting the report electronically.
Date:
18 / 10 /2012
……………………………………………………………………………………
Courses included in the report:
Dip HE ODP
DPS
BSc (Hons) Perioperative Studies
Advanced Scrub Practitioner
November 2011
Upon receipt of the External Examiner’s report the ‘Issues identified’ are drawn out and the ‘Initial
response and proposed actions’ section is completed and signed. The ‘Outcome of actions taken’ section
is usually completed 6 months after receipt of the External Examiner’s report.
Issues identified
a.
b.
c.
d.
Good practice
highlighted in health
promotions material
and presented with a
confidence that
illustrates a breakaway
from restraints which
have evolved as a
professional culture
OSCE continues to
demonstrate that the
majority of the students
are knowledgeable and
competent in their skills
Need for students to
develop reading and
research for
assessments instead of
relying on lecturer
materials
Feedback on
assignments is very
good, it shows clearly
why the mark was
granted
Section: Programme Specification
Initial response and
Person
Outcome of actions Date action
proposed actions responsible
taken
completed
To continue with
Module
assessment
leader
approach
To continue with
assessment
approach
Module
leader
Develop reading
lists via University
systems and imbed
in the Module
Virtual Learning
Environment
To continue with
feedback approach
to students , and
ensure this is
represented in all
assessments
Module
leaders
Issue No: 1
Module
leaders
Date: February 2013
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School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Appendix 15
Students’ consent to act as models in the development of professional skills/ practical
classes
Introduction
The learning of any skill is perfected by experience, participation and practice and the learning of
perioperative skills is no different. As part of the course students are required to learn, develop
and practise practical skills both in the clinical practice and in University practical sessions. In
order to do this, it is expected that students will undertake activities both as a student
practitioner and as a subject. Participation in interactive classes involving experience,
observation and feedback is an essential part of becoming an Operating Department
Practitioner.
At the beginning of each year module leaders will give you an overview of the theory and
practice to be covered and the involvement expected of you. You will be given time for
discussion and clarification of this information.
At each practical session, the tutor will demonstrate safe procedure of practical activities,
explaining indications, contraindications, hazards and safety aspects. You will be given time to
ask questions before commencing practice.
In order to undertake some practical procedures effectively, it may be necessary to remove
appropriate clothing that may otherwise prevent the activity having reality to patient’s
experience. As required with in the Professional Student Code of Conduct, students are
required to respect and maintain the dignity of whomever they work on. Thus, when acting as a
model, the dignity of the student will be maintained by everyone and monitored by teaching staff.
You are not under any obligation to agree to be a model, and your refusal is in no way a barrier
to your continued eligibility to participate in skills learning sessions. However you are expected
to fully participate as a student practitioner and strongly encouraged to participate as a model for
the teaching and learning processes involved in the acquisition of perioperative skills both in
University sessions and during clinical placements. By doing this you will begin to appreciate
how a particular skill ‘feels’ and be more empathetic towards the patient, as well as perfecting
your own technique.
It is important that you understand that you are responsible for your own health and safety. If
you have any medical problem that might be made worse or otherwise prevent you from
agreeing to model, it is your responsibility to inform your year tutor and/or the clinical educator.
Also if any information regarding your health status is discovered during a practical procedure, it
is your responsibility to seek appropriate advice. This may include referral to your General
Practitioner or other appropriate health professional. Wherever possible, such information will
remain confidential.
If in any doubt as to your ability to participate in any practical session for whatever reason, you
are strongly advised to discuss this with your Course Leader or other member of staff as soon as
possible
As standard practice, people who are not able to participate in practical activities are
encouraged to see the Occupational Health team who are always pleased to help.
Section: Programme Specification
Issue No: 1
Date: February 2013
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School of Human and Health Sciences
BSc (Hons) Operating Department Practice (Sep2013-Present) PSD
Equally, if you have any moral, cultural or religious objections to acting as a model it is your
responsibility to discuss this with your Course Leader.
When participating in practical sessions as a student practitioner and/or a model you have
certain responsibilities to your peers.
If you are participating as a model it is your responsibility to:
- Inform the student practitioner of any discomfort or untoward symptom during the procedure
- Provide feedback to the student practitioner regarding the procedure.
If you are participating as a student practitioner it is your responsibility to:
- Stop the procedure immediately should the model indicate untoward symptoms or request that
the procedure is stopped
- Adhere to guidelines of good practice at all times i.e.
o Appropriate assessment
o Explanation of procedure
o Appropriate handling and positioning of the model maintaining dignity at all times
o Request and respond to feedback from the model
Confirmation of acceptance of these Conditions
Students will be required to sign this prior to each year of the course, one copy will be added to
the students file, and the student must retain one copy as a reference when undertaking
practical sessions.
If you are unable to sign this form please contact the Course Leader.
Students Name…………………………………………..
Student Number……………………………………….
Signature…………………………………………………
Date………………………………………………………
Section: Programme Specification
Issue No: 1
Date: February 2013
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